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題名:南臺灣英語系與非英語系大學生之專業英語誤讀分析之透視與寓意
作者:王文惠
作者(外文):Wang, Wen-Hui
校院名稱:高雄師範大學
系所名稱:英語學系
指導教授:張玉玲
學位類別:博士
出版日期:2007
主題關鍵詞:誤讀分析領域熟悉度背景知識專業英語學術英語語意建構覆誦閱讀reading miscue analysisdomain familiaritybackground knowledgeEnglish for Specific Purposes (ESP)English for Academic Purposes (EAP)meaning constructionretellingreading
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論文摘要:
本研究為質量並重, 過程及結果兼顧之整合性研究, 探討三領域學生同時閱讀三領域文章之專業英語誤讀及複誦分析(Y. Goodman, 2005)。 三篇文章在可讀性、字彙頻率、 文體結構、領域知識層度皆一致。受測者為三十六位英文程度一致的大一學生, 他們分屬藥學、商學及英語系。其誤讀依Yetta Goodman的分類分為取代、增加、刪減、修正等誤讀類型作領域熟悉與不熟悉讀者之比較。 其誤讀分析並就百字誤讀率、語意建構、文法關連性、形音相似度作跨領域質與量的比較分析。同時其複誦依主旨、字面、詮譯、及應用等不同閱讀理解層次作跨領域質化與量化的分析。研究發現如下:
一、三組大學生最常見的誤讀為”取代” 誤讀類型, 受測者的誤讀類型依領域熟悉度而異, 其中除”增加” 誤讀類型外, 不熟悉領域的許多誤讀類型顯著多於熟悉領域。
二、三組大學生之 百字誤讀率及誤讀之語意建構顯示受領域熟悉度、領域差異及發音影響。整體而言, 英語系學生的誤讀在語意建構上, 商學系學生的誤讀在文法關連性上顯著較高。反之, 在誤讀的文法關連性與形音相似度的單純主效應上没有類似領域熟悉度顯著差異, 這或許和本研究已控制英語程度一致有關。
三、 由三組大學生誤讀的質性分析顯示,熟悉領域和不熟悉領域的讀者借助不同優勢提高其語意建構。
四、 由三組大學生讀後複誦結果顯示,領域熟悉度、次熟悉度、領域差異、及運作層次影響專業英語之複誦。整體而言, 藥學系學生的複誦顯著高於其他組別。
五、 互動模式為三組大學生常用之閱讀模式,尤其在專業英語複誦中最常用。
六、 由三組大學生複誦的質性分析顯示,領域知識和文字知識交互作用,使三組大學生之專業英語複誦更完善。
最後本研究提出建議以供測驗行政者, 英語外語/專業英語學生及老師參考如何強化領域熟悉之閱讀優勢並補足領域不熟悉之閱讀缺失。
This research aims to investigate ESP oral reading miscues by three major groups reading three domain-specific texts from qualitative/quantitative, integrative and direct perspectives via Goodman’s Reading Miscue Inventory (K. Goodman, 2005). The three different domain-specific texts were justified as equivalent in terms of readability, vocabulary frequency, rhetorical organization, genre and level of the domain-specific knowledge. The participants were 36 freshmen subjects with equivalent English proficiency from three different fields, including Pharmacy, English and Business. Their reading miscues were inspected in terms of reading Miscue per Hundred Words (MPHW), meaning construction, grammatical relationship, graphic similarity, and sound similarity for cross-domain comparisons, and were also categorized into substitutions, insertion, omission, correction, etc. following Goodman’s classifications. Meanwhile, their retellings were analyzed into main ideas, and three levels of reading comprehension for both quantitative and qualitative analysis. The findings were as follows:
1. Substitutions were ranked the top in the reading miscue category of the subjects. In addition, the subjects’ reading miscue classes were varied by their domain-familiarity with more domain- unfamiliar miscues in many classes except insertions.
2. Findings in MPHW and meaning construction suggested the effect of domain familiarity, domain difference, and pronunciation on ESP oral reading miscues. In addition, overall the English majors got higher scores in meaning construction and the Business majors got higher scores in grammatical relationship than the other majors. However, no significant finding was found in the grammatical relationship, graphic similarity and sound similarity probably due to the three groups’ equivalent language proficiency controlled by the study.
3. Qualitatively speaking, the domain-familiar readers and the domain-unfamiliar readers took advantage of different strengths to achieve higher meaning construction.
4. Findings in retellings suggested the effect of domain familiarity, minor familiarity, domain difference and processing level on ESP retellings. Overall, the Pharmacy majors performed better than other groups in retellings.
5. In terms of three reading processing models, the interactive model may best account for the ESP retelling.
6. Qualitative analysis indicated that the interactive processing of the word knowledge and content knowledge completed the ESP retellings.
Finally, the researcher provides suggestions for test administrators, EFL/ESP students and teachers. Detailed pedagogical implications were also proposed to build on the strengths and fill the gap of deficiencies when tackling both domain-familiar and domain-unfamiliar texts.
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