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題 名 | Network-Based Reading Instruction=網路閱讀教學:應用與研究 |
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作 者 | 顏淑琴; 忻愛莉; | 書刊名 | 英語語言與文學學刊 |
卷 期 | 18 民95.08 |
頁 次 | 頁59-76 |
分類號 | 805.1 |
關鍵詞 | 網路教學; 傳統教室教學; 個人化教學; 合作式教學; 廣泛閱讀教學; Network-based instruction; NBI; Traditional classroom instruction; TCI; Individualized instruction; Cooperative instruction; Extensive reading instruction; |
語 文 | 英文(English) |
中文摘要 | 本篇論文主要探討網路閱讀教學在第二外語的閱讀教學上的成效,並探究網路教學是否能有效地突破傳統教室教學的限制。更明確地說,我們嘗試比較前述兩種教學法,討論何者能滿足Grabe (1991)年提出有效教學法的元素。這些元素依次為個人化教學、合作式教學及廣泛閱讀教學。在本篇論文中我們以這三大元素發展出三項前測活動,分別應用在網路閱讀教學及傳統教室閱讀教學中,以檢驗兩種教學法的優劣。受測的五十名學生中,二十五名接受網路閱讀教學,其餘二十五名則接受傳統教室的閱讀教學。前者為實驗組,後者為控制組。廣泛閱讀則不分組。由學生經網路做多元多角度的英文閱讀,如此經過一學期的實驗。經由SPSS軟體T檢定分析後,本研究發現在個人化教學、合作式教學兩項活動中,網路教學的成果確實優於傳統教室教學的成果,且兩者分別呈顯著的差異。廣泛閱讀亦呈現許多正面的回饋。網路閱讀教學在Grabe (1991)所提出的三的元素均強而有力的支持網路的確適合應用在第二外語的閱讀教學上。 |
英文摘要 | This article explores the use of network-based instruction (NBI) in second language (L2) reading and investigates whether it can improve upon some limitations in traditional classroom instruction (TCI). Specifically, we seek to measure which approach, NBI or TCI, can better implement Grade's (1991) components of effective instruction, or whether NBI can result in a significant difference (p < 0.05) in the post-test evaluation of each pre-test activity. Based on Grade's (1991) components of effective instruction, three pre-test activities-individualized instruction, cooperative instruction and extensive reading instruction-were conducted. 50 EFL students participated in the experimental reading program, 25 receiving the NBI approach and the other 25 receiving the TCI approach. They constituted the experimental and the control groups in the first two activities, but became a single group in the extensive reading instruction activity. Four themes emerged from NBI which strongly support the Internet as a medium that is well suited for L2 reading. |
本系統中英文摘要資訊取自各篇刊載內容。