朗讀與默讀對台灣高中學生閱讀理解的影響
No Thumbnail Available
Date
2003
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
摘要
本研究之宗旨在探討三種閱讀方式—朗讀、默讀、聽讀─對台灣高中學生閱讀理解的影響。研究重點在於這三種閱讀方式對於高中學生理解兩種文體─說明文與記敘文，以及回答兩種問題類型─主旨問題與細節問題的影響。
共有75位百齡高中二年級學生參與這項研究。他們被分成三組，分別是：同聲朗讀，聽老師讀，及默讀。這三組受試者各以不同的方式閱讀二十一篇英文文章（內含六十七題理解問題）。測驗後，每一組有10個自願者接受訪談。測驗結果顯示：以默讀對高中學生理解文章的幫助最大，尤其是在理解記敘文以及文章的細節方面。訪談的資料也顯示出學生們大多認為默讀較能幫助閱讀理解。因為朗讀和聽讀時所發出的聲音以及速度限制都會妨礙他們對文章的理解。
研究顯示當閱讀的目的是要理解文章時，教師應盡量給予學生充分的時間默讀。朗讀也許是引起學生動機以及提供課堂變化性的好方法，但在沒有聲音以及速度控制的情況下，高中學生對文章有較好的理解力及較佳的測驗成績。
ABSTRACT The purpose of this study is to explore the effect of silent reading, self-reading aloud and teacher’s reading aloud on Taiwanese senior high school students’ reading comprehension. Specifically, the present study investigates whether the three reading modes have different impacts on the students’ comprehending two different text types—narration and exposition, and on their answering two different question types—main idea questions and detail questions. 75 second-graders at Bailing Senior High School serve as subjects. They are divided into three groups and are required to do 21 reading passages with 67 comprehension questions in the three different reading modes. Ten volunteers from each group are interviewed after the reading comprehension tests. The test results exhibit that the silent reading is the most beneficial mode to senior high school students’ reading comprehension, especially in comprehending narrative texts and in answering detail questions. The interview reports also show the students’ preference for silent reading. The sound and the controlled reading speed of the oral reading modes are reported to inhibit the students’ comprehension. The findings of this study reveal that oral reading might be a good method for providing variation to regular courses or for raising the students’ motivation. But as far as comprehension is concerned, silent reading is still needed for each individual student. Without controlled reading pace and without sound as a distractor for thought, senior high school students are more likely to have better comprehension of the texts and superior performance in the reading tests.
ABSTRACT The purpose of this study is to explore the effect of silent reading, self-reading aloud and teacher’s reading aloud on Taiwanese senior high school students’ reading comprehension. Specifically, the present study investigates whether the three reading modes have different impacts on the students’ comprehending two different text types—narration and exposition, and on their answering two different question types—main idea questions and detail questions. 75 second-graders at Bailing Senior High School serve as subjects. They are divided into three groups and are required to do 21 reading passages with 67 comprehension questions in the three different reading modes. Ten volunteers from each group are interviewed after the reading comprehension tests. The test results exhibit that the silent reading is the most beneficial mode to senior high school students’ reading comprehension, especially in comprehending narrative texts and in answering detail questions. The interview reports also show the students’ preference for silent reading. The sound and the controlled reading speed of the oral reading modes are reported to inhibit the students’ comprehension. The findings of this study reveal that oral reading might be a good method for providing variation to regular courses or for raising the students’ motivation. But as far as comprehension is concerned, silent reading is still needed for each individual student. Without controlled reading pace and without sound as a distractor for thought, senior high school students are more likely to have better comprehension of the texts and superior performance in the reading tests.