「質疑作者法」教學對國中生讀後記憶、推論及回應問題的影響  Questioning the Author

dc.contributor 國立臺灣師範大學英語學系 zh_tw
dc.contributor.author 劉又禎 zh_tw
dc.contributor.author 朱錫琴  zh_tw
dc.date.accessioned 2015-03-31T09:19:49Z
dc.date.available 2015-03-31T09:19:49Z
dc.date.issued 2008-07-01
dc.description.abstract 本研究主要在探究以「質疑作者法」教學對國中生英文閱讀後記憶、推論及理解的影響。實驗對象為台北市某國中九年級兩班共62名學生。其中一班31名學生為實驗組接受「質疑作者法」閱讀訓練,而另一班31名學生為對照組仍為傳統教師講述上課方式。教學訓練每週兩節,持續五週。訓練前一週和訓練後一週以書寫閱讀後回憶和簡答題測量參與實驗者的閱讀理解能力。讀後回憶書寫用來評估質詢作者訓練在故事記憶,和三個推論層次(文本推論、讀者推論、錯誤推論)的效力。簡答題作為了解學生回答事實、詮釋、和回應三種問題在訓練後的效力。本研究結論為:第一、在故事記憶上,兩組並無顯著差別,實驗組沒有比對照組產生更多記憶。「質疑作者法」無法增加實驗組記憶閱讀內容的量。第二、實驗組在衍生讀者推論上有顯著差異,此組產生較多讀者推論。「質疑作者法」有效地增加實驗組閱讀時進行以讀者為主推論的潛力。第三、實驗組於回答詮釋類問題時,表現優於對照組。此方法促進讀者對文章意義的掌握。本文依據研究結果,建議將「質疑作者法」納入台灣英語教學課堂予以運用。 zh_tw
dc.description.abstract This study investigated the effects of Questioning the Author (QtA) on the reading comprehension of junior high school students in Taiwan. The participants were sixty-two ninth graders from two classes in a junior high school in Taipei City. The experimental group consisted of 31 students from one class, and the control group was comprised of 31 students in another class. The experimental group received instruction in QtA. For the control group, the instructor utilized a traditional lecture approach. The intervention was done in two periods per week for five consecutive weeks. Two measures, written recall and open-ended questions, were used in the pretest and posttest to assess three dimensions of comprehension-recall, inference generation in recall and responses to Open-ended Questions. Written recall was used to measure the effect of QtA lessons on the memory of text and on three levels of inference generation: reader-based, text-based and incorrect inferences. The open-ended questions were employed to assess the effects of QtA lessons on students' answers to factual, interpretive or responsive questions. ANCOVA analyses on the three dimensions of the measures show that: (1) there was no significant difference between groups on written recall, (2) the experimental group produced significantly more reader-based inferences and (3) the experimental group performed significantly better than the control group on interpretive questions. en_US
dc.identifier ntnulib_tp_B0219_01_002
dc.identifier.issn 1023-7267
dc.identifier.uri http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/44989
dc.language en_US
dc.publisher 國立臺灣師範大學英語文教學中心、Airiti Press Inc. zh_tw
dc.relation 英語教學,32(2),77-121。 zh_tw
dc.subject.other 質疑作者法 zh_tw
dc.subject.other 讀後回憶 zh_tw
dc.subject.other 推論 zh_tw
dc.subject.other 閱讀理解 zh_tw
dc.subject.other Questioning the author en_US
dc.subject.other Recall en_US
dc.subject.other Inference en_US
dc.subject.other Comprehension en_US
dc.title 「質疑作者法」教學對國中生讀後記憶、推論及回應問題的影響  zh_tw
dc.title Questioning the Author en_US
dc.title.alternative Effects on Recall, Inference Generation and Responses to Questions by EFL Junior High School Students en_US
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