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題名：Reciprocal Teaching as a Reading Strategy Instruction to Improve EFL Junior High School Students' Metacognitive Awareness and English Reading Comprehension
書刊名：高雄師大學報. 人文與藝術類
作者：孫莉恩 引用關係
作者(外文)：Sun, Li-en
出版日期：2013
卷期：34
頁次：頁15-37
主題關鍵詞：相互教學法；後設認知；閱讀策略；閱讀理解；Reciprocal teaching；Reading strategy；Metacognitive awareness；Reading comprehension
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本研究目的在於瞭解教導國中生相互教學法，對於其後設認知及英語閱讀理解之效果。本研究採取準實驗研究。參與研究對象為北部164 位八年級學生，分為二班實驗組接受相互教學法訓練，及二班對照組未採取相互教學法，於十週的教學實驗中探討： (1) 相互教學法是否能幫助學生提升後設認知能力； (2) 後設認知能力的提升是否有助於閱讀理解的增進；(3) 相互教學法是否能提升學生英語閱讀理解；(4) 學生對於相互教學法策略運用的看法。研究問卷資料以描述統計、迴歸方法進行統計分析。 研究結果顯示，和未接受相互教學法的學生相較，接受相互教學法訓練之學生在後設認知能力及英語閱讀理解上，的確有明顯進步。學生因接受相互教學法訓練而提升之後設認知，對於英語理解能力進步具有正面的影響。此外，研究也顯示，在相互教學法的四個策略中，學生較常運用預測 (predicting) 和澄清 (clarifying) 於英語閱讀上。學生普遍認為，相互教學法有助於提升閱讀及思考能力。因此，閱讀策略的教學在教學過程中有其必要性。
The primary purpose of this study was to understand the effects of reciprocal teaching, as a means of strategy instruction in reading class, on EFL junior high students’ metacognitive awareness and English reading comprehension. The 164 eighth grade participants selected in this quasi-experimental research came from four classes in a junior high school in Taiwan and were divided into experimental and control groups. Two English teachers were assigned two classes each, one experimental group in which they were responsible for practicing reciprocal teaching and one control group without reciprocal teaching. Elementary GEPT (General English Proficiency Test) reading comprehension pre- and post-test, as well as metacognitive awareness questionnaires were applied to determine the effects of reciprocal teaching instruction in comparison with traditional reading methods on reading comprehension. A response to reciprocal teaching questionnaire was administered in the experimental groups to understand students’ perceptions of applying reciprocal teaching in daily reading tasks. The analysis of covariance (ANCOVA) revealed that students with instruction in reciprocal teaching had greater improvement than students receiving traditional reading methods in performance on GEPT reading test and metacognitive awareness. Moreover, a step-down multiple regression indicated that experimental group, GEPT reading comprehension pretest score and metacognitive awareness post-test score were positively related to improvement in GEPT reading comprehension post-test scores. As for the strategies applied during reading, students reported that predicting and clarifying were two strategies that were used most. The findings offered a strong suggestion that reciprocal teaching is a practical strategy instruction enabling students to develop the awareness of strategy use and improve English reading comprehension. Further, this study sheds light on the importance of initiating strategy instruction in EFL reading classrooms.
期刊論文
1.Fung, I. Y. Y.、Wilkinson, I. A. G.、Moore, D. W.(2003)。L1-assisted reciprocal teaching to improve ESL students'€™ comprehension of English expository text。Learning and Instruction，13，1-31。  new window
2.Borkowski, J. G.、Kurtz, B. E.(1987)。Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition。Journal of Experimental Child Psychology，43，129-149。  new window
3.Garner, R.(1982)。Verbal-report data in reading strategies。Journal of Reading Behavior，14(2)，159-167。  new window
4.Little, Q.、Richards, R. T.(2000)。Teaching learners - learners teaching: Using reciprocal teaching to improve comprehension strategies in challenged readers。Reading improvement，37，190-194。  new window
5.Salinger, T.(2003)。Helping older, struggling readers。Preventing School Failure: Alternative Education for Children and Youth，47(2)，79-85。  new window
6.Singhal, M.(2001)。Reading proficiency, reading strategies, metacognitive awareness and L2 readers。The Reading Matrix，1(1)，1-23。  new window
7.Lysynchuk, L. M.、Pressley, M.、Vye, N. J.(1990)。Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders。The Elementary School Journal，90(5)，469-484。  new window
8.Rosenshine, B.、Meister, C.(1994)。Reciprocal teaching: A review of the research。Review of Educational Research，64(4)，479-531。  new window
9.Carrell, P. L.(1989)。Metacognitive awareness and second language reading。The Modern Language Journal，73(2)，121-134。  new window
10.Klingner, J. K.、Vaughn, S.(1996)。Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language。The Elementary School Journal，96(3)，275-293。  new window
11.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology，8(3)，293-316。  new window
12.Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: a program to improve children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。  new window
13.Rubin, Joan(1975)。What the "Good Language Learner" Can Teach Us?。TESOL Quarterly，9(1)，41-51。  new window
14.Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analyses of children's metacognition and reading comprehension。Journal of Educational Psychology，80(2)，131-142。  new window
15.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
學位論文
1.Chiu, C. H.(1998)。The effects of metacognitive strategy training on English reading comprehension and attitudes of EFL students in senior high school(碩士論文)。National Kaohsiung Normal University，Kaohsiung, Taiwan。  new window
2.Chen, Y. H.(2008)。Effects of contest-based second language instruction, in comparison with traditional second language instruction, on Taiwan vocational college students' motivation and English reading comprehension(博士論文)。La Sierra University，Riverside, CA。  new window
3.Lin, S. Y.(2007)。The effects of reciprocal teaching on Taiwanese junior high school students' English reading comprehension and metacognitive awareness(碩士論文)。National Chengchi University，Taipei, Taiwan。  new window
4.Reiter, M. P.(2002)。The merits and problems of reciprocal teaching(碩士論文)。San Francisco State University。  new window
圖書
1.Baker, L.(2002)。Metacognition in comprehension instruction。Comprehension instruction: Research-based best practices。NY：The Guilford Press。  new window
2.Chang, W. C.(2002)。國中基本學力測驗英語科雙峰現象形成原因之探討。國中基本學力測驗專刊~飛揚。  延伸查詢new window
3.Carrell, P. L.(1996)。Second language reading strategy training: What is the role of metacognition?。Atlanta, GA：Department of Applied Linguistics and ESL, Georgia State University。  new window
4.De Wit, Hans(2002)。Internationalization of higher education in the United States of America and Europe。Westport, CN：Greenwood Press。  new window
5.Rubin, J.、Chamot, A. U.、Harris, V.、Anderson, N. J.(2007)。Intervening in the use of strategies。Language learner strategies: Thirty years of research and practice。NY：Oxford University Press。  new window
6.Heilman, Arthur W.、Blair, Timothy R.、Rupley, William H.(1990)。Principles and practices of teaching reading。Columbus, Ohio：Merrill Publishing Company。  new window
7.Anderson, N. J.(1999)。Exploring second language reading。Boston, MA：Newbury House。  new window
8.Cohen, A. D.(1998)。Strategies in learning and using a second language。London：New York：Longman：Addison Wesley Longman Limited。  new window
9.Ellis, G.、Sinclair, B.(1989)。Learning to learn English: A course in learner training。Cambridge University Press。  new window
10.Oxford, Rebecca L.(1990)。Language learning strategies: What every teacher should know。Newbury House。  new window
11.O'Malley, Joseph Michael、Chamot, Anna Uhl(1990)。Learning strategies in second language acquisition。Cambridge University Press。  new window
單篇論文
1.Frances, S.，Eckart, J. A.(1992)。The effects of reciprocal teaching on comprehension(ED350572)。  new window
其他
1.Hassan, F.(2003)。Metacognitive strategy awareness and reading comprehension，http://www.melta.org.my/ET/2003/2003-16.pdf。  new window
圖書論文
1.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。  new window
 
 
 
 
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