臺灣博碩士論文加值系統

閱讀理解是一種隱藏式思維思考的過程，很難檢測的出來。然而「放聲思考」使讀者的內隱的思維歷程外顯化，並且允許研究者直接探究讀者立即內在的思考歷程。因此，「放聲思考」在問題解決的歷程、閱讀策略(Cohen, 198; Abbottt, 2006)、寫作任務(Sacs &; Polio, 2007)以及閱讀思維歷程上(Afflerbach, 2000; Ericsson &; Simon, 1987; Olshavsky, 1975; Yayi, 2010))，一直以來被廣泛地視為測驗的工具。除此之外，這十幾年來，一些研究已經顯示「放聲思考」 在閱讀的時後，透過教學示範以及練習，可以成為有用的工具來提升學習者的閱讀理解和後設認知(Baker. 2002; Brown, 2002; Kucan &; Beck, 1997; Wilhelm, 2001)。「放聲思考」使得學習者可以監控自己的思維歷程和策略的使用，因此，「放聲思考」使學習者能夠察覺自己在不同的文章中要使用什麼樣的閱讀策略來幫助自己的閱讀理解。甚至，「放聲思考」幫助學生辨識自己閱讀理解力哪裡出了問題，而後使用其他策略來改善自己的閱讀方式。然而，在台灣的國小英語教學裡，很少老師使用「放聲思考」的教學模式來增進學生的閱讀理解。因此，本研究旨在探討「放聲思考」對台灣國小學童的閱讀表現及重述故事的成效，同時也研究施測對象對於「放聲思考」的教學回應。
研究對象為某國小兩個同質性班級，共六十三位六年級學生。實驗組接受「放聲思考法」，而控制組接受傳統閱讀教學。本研究使用三本故事書進行為期十三週的「放聲思考」教學法。本研究工具為故事閱讀理解測驗、故事重述以及「放聲思考法」之回饋問卷。為分析所收集的資料，本研究用獨立樣本二因子變異數分的方式來測量實驗組與控制組的故事閱讀理解；測驗對象的故事重述依故事結構分析；此外，實驗組學生對「放聲思考法」的回應則以描述統計的方式呈現。
本研究的主要發現如下：第一，就提升台灣國小生英語閱讀表現而言，「放聲思考法」比傳統教學法有效。第二，「放聲思考法」能有效增進國小生的英語故事重述。第三，大多數的實驗對象對「放聲思考法」持正面的態度。根據口述結果，本研究建議可將「放聲思考法」融入台灣國小英語閱讀教學中。

Reading comprehension is a hidden mental process that it is difficult to investigate. Think-aloud, nevertheless, makes readers’ invisible mental process observable and allows researchers to get direct access to readers’ immediate internal thoughts. Accordingly, the think-aloud has been extensively utilized as a data collection instrument in the field of problem solving, reading strategies (Cohen, 1986; Abbottt, 2006), writing tasks (Sacs &; Polio, 2007) and reading processes (Afflerbach, 2000; Ericsson &; Simon, 1987; Olshavsky, 1975; Yayi, 2010). Furthermore, through the decades, several studies have shown that thinking aloud through modeling as well as practicing while reading, can be a useful tool for improving learners’ reading comprehension and metacognition (Baker. 2002; Brown, 2002; Kucan &; Beck, 1997; Wilhelm, 2001). The think-aloud enables learners to monitor their reading process and the use of strategies, thus making them aware of what strategies can be utilized in different kinds of texts. Moreover, it helps learners to report their comprehension breakdowns and then take remedial action. However, seldom do teachers of elementary school in Taiwan model and instruct the think-aloud procedure while reading. Hence, this study investigated the effectiveness of training students in think-aloud procedure to improve their reading comprehension and story retellings; in addition, the study also investigated the students’ responses toward the think-aloud procedure.
The participants were sixty-three six-grade elementary school students from two homogenous classes in this study. One received the think-aloud procedure as an experimental group, while the other received the traditional reading instruction as a control group. Three narrative stories were used for both groups during the thirteen-week treatment. The instrument utilized in the study contained the story reading comprehension tests, the story retellings, and a response questionnaire. To analyze the collected data, Two-way repeated-measures ANOVA was used to examine the scores of the story reading comprehension tests. Besides, the subjects’ story retellings were analyzed in terms of story structure; the descriptive statistics was employed to address the results of the participants’ responses toward the think-aloud procedure.
The major findings of the study were as follows. To binging with, the think-aloud procedure was more beneficial in advancing the EFL elementary school students’ reading performance than the traditional reading instruction. Second, the think-aloud procedure was effective in facilitating the primary school students better retellings the stories. Third, the majority of the students in the experimental group responded positively toward the think-aloud procedure. With respect to the findings, the study claims that it can be feasible to implement the think-aloud procedure at the elementary schools in Taiwan.

ABSTRACT (Chinese) i
ABSTRACT (English) iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 8
Research Questions 8
Definition of Terms 9
Significance of the Study 12

CHAPTER TWO LITERATURE REVIEW 14
Current Status of English Instruction in Elementary School 14
Think-aloud 18
The Necessity of Implementing the Thinking Aloud Technique 20
Think-aloud as an Instructional Tool 27
Think-aloud as a Learning Tool 34
Think-aloud as a Research Tool 36
Story Retelling as a Measurement of Reading comprehension 42

CHAPTER THREE METHODOLOGY 48
Subjects 48
Instruments 50
English Learning Background Questionnaire 50
English Reading Proficiency Test 51
Story Reading Comprehension Tests 52
Story Retellings 52
Responses Questionnaire about the Think-aloud Method 55
Reading Instructions 57
Teaching Materials 57
The Think-aloud Procedure 60
Preparation of the Teaching Materials 63
Orientation of the Think-aloud Procedure 63
Modeling the Think-aloud Procedure 66
Guided Practice 67
Application 68
Traditional Reading Instruction 70
Procedure 72
Data Analysis 74

CHAPTER FOUR RESULTS 76
Results of Story Reading Comprehension Tests 76
Results of Story Retellings 78
Results of the Response Questionnaire 86
Students' Responses toward the Knowledge of Using the Think-aloud
Procedure 87
Students' Responses toward the Self-evaluation of Using the Think-aloud
Procedure 88
Students' Responses toward the Motivation of Using the Think-aloud
Procedure 90
Students' Responses toward the Attitudes of Using the Think-aloud Procedure 92
Students' Responses toward the Anxiety and Confidence of Using the Think-aloud
Procedure 96

CHAPTER FIVE DISCUSSION AND CONCLUSION 99
Summary of the Major Findings 99
Discussion of the Research Findings 102
Effects of Think-aloud Procedure on Reading Performance and Story
Retellings 102
The Application to Implement the Think-aloud Procedure in EFL Reading
Classroom 107
Pedagogical Implications 111
Limitations of the Study 115
Suggestions for Future Research 117
Conclusion 119

REFERENCES 121

APPENDICES 140
Appendix A English Learning Background Questionnaire 140
Appendix B English Reading Proficiency Test 141
Appendix C The First Story Reading Comprehension Test 149
Appendix D The Second Story Reading Comprehension Test 150
Appendix E The Third Story Reading Comprehension Test 151
Appendix F Sample of the Method of Thinking Aloud Worksheet 153
Appendix G Sample of the Control Group Worksheet 154
Appendix H Scoring Sheet for the First Story Retelling 155
Appendix I Scoring Sheet for the Second Story Retelling 157
Appendix J Scoring Sheet for the Third Story Retelling 159
Appendix K Responses Questionnaire of the Method of Thinking aloud 160
Appendix L Sample of Story Retellings Protocols 163


LIST OF TABLES


Table 3.1 Results of the English Reading Proficiency Test 49
Table 3.2 The Response Questionnaire about the Think-aloud Method Training 56
Table 3.3 Storybooks in the Study 58
Table 3.4 Design of the Instruction of the Think-aloud Method 62
Table 3.5 Comparison of the Instructional Procedure Implemented in Two Groups 71
Table 3.6 The Example of Scores on the Problem Category 75
Table 4.1 Mean Scores of the First, Second, and Third Story Reading Comprehension
Tests 77
Table 4.2 Story Reading Comprehension Tests of the Two-way ANOVA 78
Table 4.3 Comparison of Story Elements in Story Structure for the First Story
Retelling 80
Table 4.4 Comparison of Story Elements in Story Structure for the Second Story
Retelling 82
Table 4.5 Comparison of Story Elements in Story Structure for the Third Story
Retelling 83
Table 4.6 Subjects’ Responses toward the Knowledge of Using the Think-aloud
Procedure 88
Table 4.7 Subjects’ Responses toward the Self-evaluation of Using the Think-aloud
Procedure 90
Table 4.8 Subjects’ Responses toward the Motivation of Using the Think-aloud
Procedure 92
Table 4.9 Subjects’ Responses toward the Attitudes of Using the Think-aloud
Procedure 95
Table 4.10 Subjects’ Responses toward the Anxiety and Confidence of Using the
Think-aloud Procedure 97



LIST OF FIGURES


Figure 3.1 The First Story Scoring Sheet for Story Retelling 55
Figure 3.2 The Second Story Scoring Sheet for Story Retelling 55
Figure 3.3 The Worksheet at the Thinking Aloud Explanation Section 65
Figure 3.4 The Worksheet in the Guided Practice Section 67
Figure 3.5 The Thinking Aloud Worksheet at Pairs’ Evaluation 69
Figure 3.6 Design of Research Study 73
Figure 4.1 Comparison of Story Elements in Story Structure for the First Story
Retelling 80
Figure 4.2 Comparison of Story Elements in Story Structure for the Second Story
Retelling 82
Figure 4.3 Comparison of Story Elements in Story Structure for the Third Story
Retelling 84
Figure 5.1 Scale for Scoring the Inclusion and Quality of the Parts of a Story-Starter
Event 118

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