臺灣博碩士論文加值系統

本論文旨在研究大綱對兩種說明文體--比較對照與記敘文體--回想之效
應.大綱的效應特別針對文章之回想的高層,低層與全部之意思單位來加以
分析.參加本實驗之受試者為88位高雄縣鳳新高中二年級的兩班學生.其中
一班為實驗組,另一班為控制組;兩組學生都必須各先看一篇文章然後再回
想此篇文章.一星期之後,兩組學生重覆同樣的過程,所不同的是在看文章
之前,實驗組必須學習做大綱的技巧,而控制組不須要.受試者回想的原稿
都按照原文章分析出的意思單位評分;再運用變異數分析評估受試者在兩
次回想中的進步情形.其結果則針對兩組受試者與兩種文體在兩次回想進
步之不同進行討論.本研究之主要發現如下:(1) 做大綱有助於文章高低層
意思單位之回想.雖然兩次回想中高,低層意思單位之間的進步情形並無無
顯著差異,但實驗組第二次回想全部之意思單位確實有顯著進步.(2)大綱
較有助於高層意思單位之回想,但高低層之間意思單位回想並無顯著差
異.(3)大綱對回想記敘文體文章之高層意思單位較有幫助,但對回想比較
對照文章之低層意思單位較有幫助.(4)問卷顯示,兩組學生都認為比較對
照文體的文章比記敘文的文章較易查覺文體,也較易回想.最後,本實驗建
議老師在進行大綱教學時,應給予學生足夠的訓練時間以提升記憶,理解及
回想效果,並鼓勵學生於閱讀時靈活運用大綱技巧.

The present study aims to investigate the effects of outlining
on the recalling of two types of expository texts--the
comparison/contrast and collection of descriptions texts. In
particular, the effects of outlining on the improvement
betweentwo recalls analyzed in terms of the hiearachical levels
of idea units in texts; namely, the high-level, low-level idea
units and the totality of idea units, are the focuses. Eighty-
eight students were recruited from the second-grade classes with
no significantly different English ability in Feng-hsiu Senior
High School in Kaohsuing. While one of the two classes was the
experimental group, the other was the control one. Both groups
were required to read a text with one type of structure and to
recall the text later. However, one week later, whereas the
experimental group received the outlining instruction, hte
control group did not. A second recall test and a questionnaire
read the same text. After the two texts were first parsed into
idea units, the subjects' recall protocols were then scored
accordingly. The statistical methode of two-way analysis of
variance (ANOVA) was further employed to analyze subjects'
improvement between two recalls. The resutls, therefore, were
discussed in respect to the signficant difference between two
groups (experimental and control groups) and between two
strucures (comparison/contrast and collection of descriptions
structures) in the improvement between two recalls. Four
findings are concluded as follows: (1) Outlining showedpotential
effects on the improvement of each level of idea units. Although
no significant difference was found in the improvement of high-
and low-level idea units, outlining showed significant effects
on the improvement of the total idea units. (2) Outlining
promoted more high-level idea units than low-level ones,
although the promotion did not show significant difference
between the improvement of two levels of idea units. (3) In
respect to the improvement in high-level idea units, the effects
of outlining were more facilitative to the collectio of
descriptions text than the the comparison/contrast text. By
contrast, in respect to the improvement in low-level idea units,
the effects of outlining were more powerful for the comparison/
contrast than for the collection of descriptions text. (4)
According to subjects'response to the reading text on the
questionnaire, the comparison/contrast text was easier to be
aware of and to be recalled than the collection of descriptions
text both for the experimental and control groups. Finally, it
is suggested that teachers should instruct outlining technique,
provide students with sufficient training time for maximizing
the effectiveness of outlining. On the other hand, learners
should also be encouraged to employ outlining in reading
independently.