分享閱讀經驗對國中生閱讀策略發展與閱讀動機之研究 The Learning Experience of EFL Junior High School Students’ Participation in a Shared Book Reading Program Targeting at Reading Strategies and Reading Motivation

Date
2015
Authors
高圓真
Yuan-chen Kao
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Abstract
本研究旨在探討分享閱讀對國中學生閱讀策略發展及閱讀動機的影響。研究對象為十八個英語程度不同的八年級學生。同學在分享閱讀課程中學習五個閱讀策略,分別是:連結背景知識、預測、澄清疑惑、提問及總結。課程一開始,老師先講解及示範使用這五個閱讀策略,然後同學們再異質分組練習,運用他們所學的策略來閱讀英語讀本。 研究結果顯示,老師對閱讀策略的講解和示範、老師在學生分組練習時的指導與同學間合作練習運用閱讀策略這三項都能促進學生閱讀策略的學習和發展。在分享閱讀中,同學在連結背景知識、預測、提問及總結這四個閱讀策略的使用都有進步,但是澄清疑惑這個策略還需要再練習。此外,擁有閱讀策略知識及分組閱讀能提升同學的閱讀動機。在分享閱讀課程之後,很多學生比以前更願意閱讀英語相關的文章或讀本。
This study aims to investigate the influence of a shared book reading program on EFL junior high school students’ reading strategy development and reading motivation. The participants were 18 eighth graders whose English proficiency levels varied widely. The students learned five reading strategies which were activating background knowledge, predicting, clarifying, questioning, and summarizing in the program. In the beginning, the teacher explained and modeled these five reading strategies for the students. Then the students practiced applying the strategies they have learned to read the readers in four mix-ability groups. The results of the questionnaire, class observations, and interviews revealed that the teacher’s explanation and modeling of reading strategies, the teacher’s guidance during the students’ group work, and the students’ cooperation of applying reading strategies facilitated their reading strategy development. The students improved their application of activating background knowledge, predicting, questioning, and summarizing, but they needed more time to practice clarifying. Besides, possessing reading strategy knowledge and reading with peers increased the students’ reading motivation. They were more willing to read English materials after the program.
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分享閱讀, 閱讀策略發展, 閱讀動機, shared book reading, reading strategy development, reading motivation
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