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題名:相互教學法在增進成人學生英文閱讀理解表現上應用之研究
作者:蔡文瑞 引用關係
作者(外文):Wen-Ruey Tsai
校院名稱:國立中正大學
系所名稱:成人及繼續教育所
指導教授:胡夢鯨
學位類別:博士
出版日期:2010
主題關鍵詞:閱讀策略教學閱讀理解相互教學法reciprocal teachingreading comprehensionreading strategic teaching
原始連結:連回原系統網址new window
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摘 要
本研究旨在剖析成人學生學習相互教學策略的應用狀況、成人學生在相互教學中運用策略增進閱讀理解的表現情形、以及成人學生對相互教學法看法晤談等資料,探討相互教學法在增進成人學生英文閱讀理解表現上應用的教學成效。
本研究以進修專校英文課輔教學八位成人學生為研究對象,採用質性研究的觀察法、訪談法與文件分析等方式,進行相互教學法增進成人學生英文閱讀理解表現的結果資料蒐集,再就所蒐集資料進行整理、歸納、分析與檢核。經由研究結果分析與討論,本研究主要研究發現有以下五項:
一、營造溫馨支持情境,有助於學習者策略習得並用以增進閱讀理解。
二、「生活化教材」搭配「彈性策略應用」,有助於激勵學習者學習參與。
三、熟練「教學者角色」和「策略角色」轉換,有助於學習責任的轉移。
四、隨學習而精進理解監控技巧,有助於增進成人學生的閱讀理解。
五、成人學生肯定策略學習對增進語言能力有助益,並願繼續遷移於英文學習。
綜合言之,相互教學法在增進成人學生英文閱讀理解表現的教學應用是成功的,適用於進修專校小班制的課輔教學活動;成人學生的學習興趣提升、學習態度改變、對話互動內涵表現和閱讀理解測驗成績,都隨著教學時間的增加而有提升的效果;成人學生普遍喜歡相互教學方式,且對激勵學習參與和改善閱讀理解都持肯定態度。另外,研究者並針對進修專校的英文科教學、教務單位和成人學生閱讀策略教學的後續研究方面提出若干建議,希望提供英文教學者閱讀策略教學專業領域成長和繼續研究的參考。
ABSTRACT
The main purpose of this study is to investigate the effects of reciprocal teaching on English reading comprehension improvements for adult students at junior college’s continuing education. This is achieved through evaluating performances in teacher- students interactive dialogue, English reading comprehension test and adult students’ attitudes towards reciprocal teaching. In addition, based on the outcome of analyzing adult students’ English reading comprehension performance, the researcher further identify whether the reciprocal teaching can be adapted to English teaching at junior college’s continuing education in Taiwan.
Eight voluntary participants at junior college’s continuing education participate in this experimental study under the instruction of reciprocal teaching by the researcher and observatory classroom teacher. To achieve the research objectives, the design of this study is qualitative in nature. The major research tools employed to gathering data for further analyses are observational method, in-depth interviews and document analysis. Five major findings of this study are summarized in the following:
1. To model the scaffolding supporting atmosphere is helpful to learn reading strategy and meanwhile use it to improve reading comprehension.
2. Both teaching materials combining with learners’ experiences of everyday lives and using flexible reading strategies in English teaching can be used to induce adult students’ learning interests of reciprocal teaching.
3. To be familiar with transferring between “the teaching role” and “the role-play of reading strategy” is helpful to transfer learning task to adult students.
4. Progress in Comprehension monitoring ability during the self-scaffolding stage is helpful to cultivating adult students’ self-directed reading habits.
5. Adult students believe benefit from reciprocal teaching is on the part of language ability and also believe that it is the most effective to utilize summarizing strategy for reading comprehension. Therefore, they are willing to incorporate reciprocal teaching in English reading.
In summary, the application of reciprocal teaching in teaching activities of improving
adult students’ performances of reading comprehension is successful; the feedback
from adult students is positive. They believe that their learning phenomenon, learning
attitude, and benefits from their active involvement in learning activities have been
improving to some extents. In addition, they have a positive attitude towards inducing
learning interest, improving reading comprehension and enhancing their participation
in dialogue teaching. I have offered some suggestions on English reciprocal teaching,
administrative treasures of the college authorities and continuous research studies to
provide a reference for professional fields in English reading strategic teaching.
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三、選用教科書
Broukal,Milada (2005). Weaving it together: Connecting reading and writing. Book I. Canada: Thomson Heinle.
Cassriel,Betsy, & Reynolds (2006). Stories worth reading 1: Skills worth learning. Boston: Thomson Heinle.
Howard, Lori (2000). Read all about it,Book I. New York: Oxford.
Lougheed,Lin (2005). People,places and things,Book I. New York:Oxford.
Malarcher,Casey & Janzen,Andrea (2005). Reading challenge: Book I,II. New York: Compass Publishing.
Mare,Nancy Nici (2004). Reading on 1. New York: McGraw Hill
Methold, Ken (2001). Short stories(A). Honkong: Longman Asia ELT.
Smith,Lorraine C,& Mare, Nancy Nici(1996). Themes for Today: A beginning reading skills text,Book I. Boston,MA: Heinle & Heinle.
 
 
 
 
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