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外文摘要
引文資料
題名:
Becoming Reflective Readers: A Case Study of Group Discussion in Reading
書刊名:
英語教學
作者:
陳琇娟
/
陳秋蘭
/
吳美貞
作者(外文):
Chen, Hsiu-chuan
/
Chern, Chiou-lan
/
Wu, Angela Mei-chen
出版日期:
2016
卷期:
40:1
頁次:
頁1-24
主題關鍵詞:
小組討論
;
同儕閱讀
;
相互作用理論
;
Group discussion
;
Peer reading
;
Transactional theory
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
3
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
3
共同引用:0
點閱:9
本研究探討一組同儕討論能力較弱的小組在故事討論中的協同閱讀歷程。此小組由四位不同閱讀能力的青少年女學生組成。四次具代表性的小組討論為主要的資料來源,並以Rosenblatt(1994)的知性閱讀和感性閱讀分析,同時蒐集訪談和學生閱讀日誌,以瞭解這組學生在為期兩個月的研究中閱讀行為上可能會有的改變。研究發現學生在討論初期僅敘述故事內容,到討論後期則轉化為將故事和個人做聯結。藉由深入故事,學生體會到閱讀是將文本作為反思媒介的一個歷程,一位低成就學生的閱讀成長也為小組閱讀行為的改變提供佐證。總言之,透過分組討論學生可以成為更投入文本和反思的讀者。
以文找文
This study investigated the collaborative reading process of a low-ability group in terms of discussion proficiency during their dialogue about short stories. The group consisted of 4 adolescent female students with different reading proficiency levels. The major data source was four representative discussions which were analyzed using Rosenblatt’s (1994) definition of efferent and aesthetic transactions. Interviews and students’ reading logs were also used to identify changes that might have occurred in the group’s reading behaviors across the eight-week study. The findings indicated that the participants shifted from superficial plot descriptions to making personal connections with the story. By moving toward deeper engagement with the text, the EFL learners began to experience the text as a source for reflection. Such progress could also be evidenced from one low-achieving student’s reading development. The study concludes that through group discussion, students can become more engaged and reflective readers.
以文找文
期刊論文
1.
Murphy, P. K.、Wilkinson, I. A. G.、Soter, A. O.、Hennessey, M. N.、Alexander, J. F.(2009)。Examining the effects of classroom discussion on students' comprehension of text: A meta-analysis。Journal of Educational Psychology,101(3),740-764。
2.
Alley, D. C.(2005)。A study of Spanish II high school students' discourse during group work。Foreign Language Annals,38(2),250-258。
3.
Almasi, J. F.、O'Flahavan, J. F.、Arya, R.(2001)。A comparative analysis of student and teacher development in more and less proficient discussions of literature。Reading Research Quarterly,36(2),96-120。
4.
Beck, R.(1999)。Reader response: Students develop text understanding。Reading Horizons,40(2),103-126。
5.
Calderón, M.、Hertz-Lazarowitz, R.、Slavin, R.(1998)。Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading。The Elementary School Journal,99(2),153-165。
6.
Day, D.(2008)。From skeptic to believer: One teachers' journey implementing literature circles。Reading Horizons,48(3),157-176。
7.
Ghaith, G. M.、El-Malak, M. A.(2004)。Effects of Jigsaw II method on EFL reading comprehension。Educational Research and Evaluation,10(2),105-115。
8.
Goatley, V. J.、Brock, C. H.、Raphael, T. E.(1995)。Diverse learners participating in regular education "Book Club"。Reading Research Quarterly,30(3),352-380。
9.
Kong, A.、Pearson, P. D.(2003)。The road to participation: The construction of a literacy practice in a learning community of linguistically diverse learners。Research in the Teaching of English,38(1),85-124。
10.
Poole, D.(2008)。Interactional differentiation in the mixed-ability group: A situated view of two struggling readers。Reading Research Quarterly,43(3),228-250。
11.
Carlisle, A.(2000)。Reading logs: an application of reader-response theory in ELT。ELT Journal: English Language Teachers Journal,54(1),12-19。
12.
Chen, H. C.、Wu, A. M. C.、Chern, C. L.(2014)。Using peer-led story discussions with junior college EFL learners。The Journal of Asia TEFL,11(1),65-93。
13.
Galda, L.、Beach, R.(2001)。Response to literature as a cultural activity。Reading Research Quarterly,36(1),64-73。
14.
Hulan, N.(2010)。What the students will say while the teacher is away: An investigation into student-led and teacher-led discussion within guided reading groups。Literacy Teaching and Learning,14,41-64。
15.
Kuzborska, I.(2011)。Link between teachers' beliefs and practices and research on reading。Reading in a Foreign Language,23,102-128。
16.
Matthews, N. W.、Kesner, J.(2003)。Children learning with peers: The confluence of peer status and literacy competence within small-group literacy events。Reading Research Quarterly,38,208-234。
17.
Stevens, R. J.(2003)。Student team reading and writing: A cooperative learning approach to middle school literacy instruction。Educational Research and Evaluation,9(2),137-160。
18.
Allen, J.、Möller, K. J.、Stroup, D.(2003)。Is this some kind of soap opera?: A tale of two readers across four literature discussion contexts。Reading & Writing Quarterly,19(3),225-251。
19.
Berne, J.、Clark, K.(2005)。Meaning-making in ninth grade: An exploratory study of small group, peer-led literature discussions。Illinois Reading Council Journal,33(3),31-38。
20.
Eeds, M.、Wells, D.(1989)。Grand conversations: An exploration of meaning construction in literature study groups。Research in the Teaching of English,23(1),4-29。
21.
Evans, K. S.(2002)。Fifth-grade students' perceptions of how they experience literature discussion groups。Reading Research Quarterly,37(1),46-69。
22.
Jalilifar, A.(2010)。The effect of cooperative learning techniques on college students' reading comprehension。System,38(1),96-108。
23.
Kim, Myonghee(2004)。Literature discussions in adult L2 learning。Language and Education,18(2),145-166。
24.
Raphael, T. E.、McMahon, S. I.(1994)。Book club: An alternative framework for reading instruction。The Reading Teacher,48(2),102-116。
25.
Rosenblatt, L. M.(1986)。The aesthetic transaction。Journal of Aesthetic Education,20(4),122-128。
26.
Shen, F. Y.(2013)。Using group discussion with Taiwan's EFL college students: A comparison of comprehension instruction for book club, literature circles, and instructional conversations。English Language Teaching,6(12),58-78。
27.
Liaw, M.-L.(2001)。Exploring literary responses in an EFL classroom。Foreign Language Annals,34(1),35-44。
28.
Many, J. E.(1991)。The effects of stance and age level on children's literary responses。Journal of Reading Behaviors,23(1),61-85。
會議論文
1.
Ho, I. P.(2006)。Using young adult literature and reader response in the EFL classroom。The 15th international symposium on English teaching。Taipei:The Crane Publishing Company。389-397。
學位論文
1.
Chia, H. U.(2008)。Exploring Taiwanese college students' interaction patterns, reading comprehension and reader responses in cooperative learning(博士論文)。National Chiayi University,Chiayi。
2.
Lee, L. F.(2007)。The responses of Taiwanese Adolescent girls to selected American short stories for young adults(博士論文)。Ohio State University,Columbus, OH。
3.
Chou, H. Y.(2013)。A study of reader response approach to literature instruction in EFL senior high school(碩士論文)。National Taiwan Normal University,Taipei。
4.
Shiau, A. J.(2010)。Using reciprocal teaching to develop thinking in a senior high EFL classroom in Taiwan(碩士論文)。National Taiwan Normal University,Taipei。
5.
Wang, Y. H.(2003)。The effects of group discussion on EFL reading comprehension instruction(碩士論文)。National Kaohsiung Normal University,Kaohsiung。
圖書
1.
Good, T. L.、Brophy, J. E.(2003)。Looking in classrooms。Boston, MA:Allyn & Bacon。
2.
Kagan, S.(1995)。Cooperative learning。San Juan Capistrano, CA:Kagan Cooperative Learning。
3.
Grabe, William、Stoller, Fredricka L.(2002)。Teaching and researching reading。London:Pearson Education Longman。
4.
Rosenblatt, Louise Michelle(1978)。The reader, the text, the poem: The transactional theory of literary work。Carbondale, IL:Southern Illinois University Press。
5.
Bernhardt, Elizabeth Buchter(1991)。Reading Development in a Second Language: Theoretical, Empirical, and Classroom Perspectives。Norwood, New Jersey:Ablex Publishing Corporation。
6.
Patton, Michael Quinn(2002)。Qualitative Research and Evaluation Methods。Sage。
圖書論文
1.
Rosenblatt, Louise M.(1994)。The transactional theory of reading and writing。Theoretical Models and Processes of Reading。Newark, Delaware:International Reading Association。
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