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題名：Impact of Extensive Reading on Young EFL Learners' Vocabulary Knowledge, Reading Proficiency, and Motivation for Learning English
書刊名：人文社會科學研究
作者：劉慧如／吳慧良
作者(外文)：Liu, Hui-ju／Wu, Hui-liang
出版日期：2011
卷期：5:1
頁次：頁1-21
主題關鍵詞：廣泛閱讀；字彙知識；閱讀能力；學習動機；Extensive reading；Vocabulary knowledge；Reading proficiency；Learning motivation
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:3
  • 點閱點閱:28
本研究之目的在分析廣泛閱讀對於青少年學生在英語字彙、英語閱讀能力與學習動機的影響，為期12周的研究之進行是使用分級讀本，研究之樣本是兩班國中二年級的學生，廣泛閱讀計劃的實施是納入實驗組學生的英文課程當中。以統計方法進行的資料分析在探究下列研究問題：(1)是否這些年輕學生的英語字彙會因廣泛閱讀的實施而有顯著的進步？(2)是否這些年輕學生的閱讀能力會因廣泛閱讀的實施而有顯著的進步？(3)是否廣泛閱讀會對這些年輕學生的英語學習動機有顯著的影響？(4)是否學生們對在英文課程中加入廣泛閱讀持有正面的態度？研究結果發現實驗組的學生在英語字彙與閱讀能力都有顯著的進步，此外，他們的英語學習動機，無論是外在或內在動機，也都因廣泛閱讀有高度顯著的提升，相當高比例的年輕學生也對利用分級讀本來進行廣泛閱讀表示支持，希望這樣的計畫能繼續實施。值得注意的是在研究即將結束時有大約63%的學生同意閱讀可為他們帶來滿足與成就感。
With the use of graded readers, the study intended to analyze whether extensive reading has any impact on vocabulary knowledge, reading proficiency, and learning motivation among young EFL learners. Participants of this study consisted of two classes of second year students at a regular junior high school. An extensive reading program was incorporated into the English classroom curriculum for students assigned to the experimental group. The supplemental extensive reading program lasted for a total of 12 weeks. Statistical methods were employed to ascertain: (1) whether the young learners' vocabulary knowledge significantly improved due to the implementation of a supplementary extensive reading program, (2) whether extensive reading had positive and significant effect on young learners' reading proficiency, (3) whether the extensive reading program had any significant impact on the young learners' motivation in English learning, and (4) whether the students had positive attitude towards the implementation of extensive reading in their regular English curriculum. The findings indicated that both the vocabulary acquisition and reading proficiency of students in the experimental group were significantly enhanced owing to the extensive reading program. Also, extensive reading exerted highly significant effect on student motivation in learning English, including both extrinsic and intrinsic motivation. A very high percentage of the young EFL learners showed favorable attitudes toward the extensive reading program through the use of graded readers and hoped that the program would continue. It is worth noting that near the end of the program, about 63% of the learners agreed that reading could bring them a sense of satisfaction and achievement.
期刊論文
1.Ryan, R. M.、Deci, E. L.(2000)。Self-determination theory and facilitation of intrinsic motivation, social development, and well-being。American psychologist，55(1)，68-78。  new window
2.Gardner, R. C.、MacIntyre, P. D.(1993)。A student’s contributions to second-language learning (Part II): Affective variables。Language Teaching，26，1-11。  new window
3.Bell, Timothy(1998)。Extensive Reading: Why? And How?。The Internet TESL Journal: For Teachers of English as a Second Language，4(12)。  new window
4.Lao, Christy Ying、Krashen, S.(2000)。The impact of popular literature study on literacy development in EFL: More evidence for the power of reading。System，28(2)，261-270。  new window
5.Young, A.(2001)。Reading and the non-academic learner: A mystery solved。System，29(4)，451-466。  new window
6.Walker, C.(1997)。A Self Access Extensive Reading Project Using Graded Readers (With Particular Reference to Students of English for Academic Purposes)。Reading in a Foreign Language，11(1)，121-149。  new window
7.Gardner, R. C.、Smythe, P. C.(1975)。Second language acquisition: A social psychological approach。Research Bulletin，332。  new window
8.Mason, B.、Krashen, S. D.(1997)。Extensive reading in English as a foreign language。System，25(1)，91-102。  new window
9.Tsang, W. K.(1996)。Comparing the effects of reading and writing on writing performance。Applied Linguistics，17(2)，210-233。  new window
10.Day, R. R.、Omura, C.、Hiramatsu, M.(1991)。Incidental EFL vocabulary learning and reading。Reading in a Foreign Language，7(2)，541-551。  new window
11.Cho, Kyung-Sook、Krashen, Stephen D.(1994)。Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition。Journal of Reading，37(8)，662-667。  new window
12.Nagy, William E.、Herman, Patricia A.、Anderson, Richard C.(1985)。Learning Words from Context。Reading Research Quarterly，20(2)，233-253。  new window
13.Nation, Paul、Wang, Karen Ming-Tzu(1999)。Graded Readers and Vocabulary。Reading in a Foreign Language，12(2)，355-380。  new window
14.Gardner, Robert C.、Tremblay, Paul F.(1994)。On motivation, research agendas, and theoretical frameworks。The Modern Language Journal，78(3)，359-368。  new window
15.Day, Richard、Bamford, Julian(2002)。Top Ten principles for teaching extensive reading。Reading in a Foreign Language，14(2)，136-141。  new window
16.黎鳳娟(19930600)。Effect of Extensive Reading on English Learning in Hong Kong。教育學報，21(1)，23-36。new window  new window
17.Gardner, Robert C.、Lambert, Wallace E.(1959)。Motivational variables in second language acquisition。Canadian Journal of Psychology，13(4)，266-272。  new window
18.Gardner, Robert C.、MacIntyre, Peter D.(1991)。An Instrumental Motivation in Language Study: Who Says It isn't Effective?。Studies in Second Language Acquisition，13(1)，57-72。  new window
19.Dörnyei, Zoltán(1994)。Motivation and Motivating in the foreign language classroom。The Modern Language Journal，78(3)，273-284。  new window
20.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology，25(1)，54-67。  new window
21.Noels, K. A.、Pelletier, L. G.、Clement, R.(2003)。Why are you learning a second language? Motivational orientations and self-determination theory。Language Learning，53(1)，33-64。  new window
22.Gardner, R. C.(1988)。The socio-educational model of second-language learning: Assumptions, findings, and issues。Language Learning，38(1)，101-126。  new window
23.Tudor, I.、Hafiz, F.(1989)。Extensive reading as a means of input to L2 learning。Journal of Research in Reading，12(2)，164-178。  new window
24.Noels, K. A.(2001)。Learning Spanish as a second Language: Learners’ orientations and perceptions of their teachers’ communication style。Language Learning，51(1)，107-144。  new window
25.Pigada, M.、Schmitt, N.(2006)。Vocabulary acquisition from extensive reading: A case study。Reading in a Foreign Language，18(1)，1-28。  new window
26.Renandya, W. A.(2007)。The power of extensive reading。RELC Journal，38(2)，133-149。  new window
會議論文
1.Cheng, C. K.(2003)。Extensive reading, word guessing strategies, and incidental vocabulary acquisition。The Twelfth International Symposium on English Teaching，Y. J. Chen and Y. N. Leung (Eds.) 。Taipei：Crane Publishing Co。188-198。  new window
研究報告
1.Schmidt, Richard、Boraie, Deena、Kassabgy, Omneya(1996)。Foreign language motivation: Internal structure and external connections。Honolulu, Hawaii：University of Hawaii, Second Language Teaching & Curriculum Center。  new window
2.Morrow, L. M.(1996)。Motivating reading and writing in diverse classrooms: Social and physical contexts in a literature-based program。  new window
學位論文
1.Kao, Y.-M.(2004)。A study of using extensive reading as a supplement in a senior high school English curriculum(碩士論文)。National Tsing Hua University。  new window
圖書
1.Krashen, Stephen D.(1993)。The Power of Reading。The Power of Reading。Englewood, Co.。  new window
2.Mikulecky, B. S.(1990)。A short course in teaching reading skills。Reading, Mass。  new window
3.Trelease, J.(1995)。The Read-aloud Handbook。The Read-aloud Handbook。New York：Penguin Books。  new window
4.Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。  new window
5.Krashen, Stephen D.(1985)。The input hypothesis: Issues and implications。London：Laredo Publishing。  new window
6.Krashen, Steven D.、Terrell, Tracy D.(1983)。The natural approach: Language acquisition in the classroom。New York：McGraw Hill。  new window
7.Gardner, R. C.(1985)。Social psychology and second language learning: The role of attitude and motivation。Rowley, MA：Newbury House。  new window
8.Day, R. R.、Bamford, J.(1988)。Extensive reading in the second language classroom。Cambridge, MA：New York：Cambridge University Press。  new window
9.Krashen, Stephen D.(1989)。Language Acquisition and Language Education, Extensions and Applications。Prentice Hall International。  new window
10.Nation, I. S. Paul(2001)。Learning Vocabulary in Another Language。Cambridge University Press。  new window
11.Dörnyei, Zoltan(2001)。Motivational Strategies in the Language Classroom。Cambridge University Press。  new window
12.Palmer, H. E.(1968)。The scientific study and teaching of languages。Oxford University Press。  new window
13.Morrow, L. M.(1996)。Motivating reading and writing in diverse classrooms: Social and physical contexts。Urbana, IL。  new window
14.Nagy, N. M.、Campenni, C. E.、Shaw, J. N.(2000)。A survey of sustained silent reading practices in seventh-grade classrooms。  new window
15.Nagy, W. E.、Scott, J. A.(2000)。Vocabulary process。Handbooks of reading research。Mahwah, NJ。  new window
16.Elley, W. B.(1996)。Using book floods to raise literacy levels in developing countries。Promoting reading in developing countries。Newark。  new window
17.Oxford, R. L.(1996)。New pathways of language learning motivation。Language learning motivation: Pathways to new century。Honolulu。  new window
其他
1.Krashen, S.(2006)。Pleasure reading，http://www.iatefl.hu/docs/Stephen_Krashen.pdf， 20110117。  new window
圖書論文
1.Grabe, W.(2002)。Reading in a second language。The Oxford handbook of applied linguistics。New York：Oxford University Press。  new window
2.Krashen, S.(1994)。The pleasure hypothesis。Georgetown University round table on language and linguistics。Washington, DC：Georgetown University Press。  new window
 
 
 
 
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