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題 名 | Effects of Oral Questioning Strategies on Reading Comprehension in an ESL Classroom in the Second Grade of a Five-year-porgram Junior College=口語發問技巧對五專二年級英文閱讀理解能力之影響 |
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作 者 | 黃惠雅; | 書刊名 | 宜蘭農工學報 |
卷 期 | 4 1992.04[民81.04] |
頁 次 | 頁369-420 |
分類號 | 525.38051 |
關鍵詞 | 口語發問技巧; 五專; 英文; 閱讀理解能力; |
語 文 | 英文(English) |
中文摘要 | 發問可用以促進學生的閱讀及思考能力,本研究以目的是要鼓勵高中 或同級的教師使用口說發問的技巧以發展學生的英文閱讀理解能力。發問的一般 原則、教師的發問技巧,以及學生的發問技巧,均有詳細的描述;把學習的責任 逐漸由老師轉移到學生的身上,經"逐漸採用"到"逐漸撤退"的過程,使學生逐漸 由依賴的讀者變成獨立的思考者。本研究的實施目的在於測量施行口說發問技巧 於36位國立宜蘭農工專科學校五年制二年級學生之效果。在實驗教學之前,筆 者對實驗組與控制組施以前測,然後對實驗組施以特殊的教學,經過15週,每 週3小時的實驗教學,再對實驗組與控制組施以後測。結果顯示:實施口說發問 技巧於中學生,對於學生的英文閱讀理解能力有顯著的進步。 |
英文摘要 | Questions can be used to enhance students' reading and thinking skills onvarious levels. This study was designed to encourage high-school level teachersto use oral questioning strategies to develop students' reading comprehension inEnglish as a second language (ESL). General questioning principles were given asa guide for teachers to improve their questioning techniques. Teacher-posedquestioning skills also were described, such as Directed-Reading Activity,Question-Answer Relationship, inference skills, SQ3R, psycholinguists andschema theory, and story maps, steps of those techniques to proceed instructionsare provided. Active reading comprehension was encouraged by using the ReQuestand Directed Rea'ding-Thinking Activity. The method of gradual release ofresponsibility for learning was offered to the teaching of reading comprehension.Dependent readers gradually became independent thinkers through a phaseinand phase out process. The research was conducted to measure the effects of applying oralquestioning strategies on 36 second graders of a Five-year-program juniorcollege at National llan Institute of Agriculture and Technology. A specifictreatment was given to the experiment group. Before the experimental teaching, apretest of reading comprehension was given to both the experimental and controlgroups. After fifteen weeks of treatment, three hours a week, the post - test wasgiven. The result indicated that applying oral questioning strategies in the English-as-asecond language classroom had significant positive gains on thestudents' reading comprehension. |
本系統中英文摘要資訊取自各篇刊載內容。