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題 名 | Eighth Grade Chinese Students' Self-Reported Strategy Use and Metacognitive Awareness after Reading Stories in English=臺灣國二學生閱讀英文故事的自述閱讀策略使用與後設認知 |
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作 者 | 韓子祥; | 書刊名 | 筧橋學報 |
卷 期 | 5 1998.09[民87.09] |
頁 次 | 頁177-204 |
分類號 | 524.418 |
關鍵詞 | 閱讀策略; 後設認知; 先前知識; Reading strategy; Metecognitive awareness; Prior-knowledge; |
語 文 | 英文(English) |
中文摘要 | 本研究的目的在分析臺灣國二學生自我報導的英文故事閱讀策略與其後設認知發 展情境,藉由質的分析法針對學生閱讀困難、閱讀策略使用、英字字彙、故事內涵先前知識 的後設認知,探討影響學生瞭解英文故事的後設認知潛在因素為何?七十六位國二學生(實 驗班四四位,普通班三二位)在其課室中閱讀三則英文故事,並以紙筆與中文回答問題。學 生對三則故事內容的熟識度不同,臺灣資深英文老師事前鑑定三則故事的適讀性與內容熟識 度。學生自述其對故事內容熟識情行與老師之鑑定相符。本研究發現後設認知較高的學生, 閱讀策略使用法較靈活,能使用上下文、先前知識、圖片猜測英文字意,以瞭解英文故事內 容。配合其他文獻「後設認知可訓練的看法」,本研究支持「以協助學生發展後設認知增進 學生英文閱讀能力」的教學觀點。換言之,協助學生增進界定問題、策略使用及自我監督策 略使用、先前知識選用等能力是協助其增進英文閱讀能力的有效途徑。 |
英文摘要 | The purpose of this study was to explore possible influences on eighth grade Chinese (EFL) learners' reading processes as they read three English texts with different levels of familiarity and cultural loading: one story traditionally read to chinese children, one typically American, and one exhibiting an Asian culture, but not Chinese. All 76 subjects of eighth grade were assessed with paper and pencil questions within their regular English as a foreign language classroom in Taiwan following silently reading the stories. They were allowed to write their responses to the questions in Chinese. The study explored potential factors that could influence Chinese EFL students' reading comprehension performance: students' metacognitive awareness of reading difficulties, reading strategy use and flexibility, English vocabulary knowledge (Lexical Knowledge), post-reading story recall, prior knowledge of story content (familiarity), and assessment of stories' cultural loading. The findings provide information that could directly impact ESL and EFL classroom instructional designs and illuminate students' self-perceptions of second language learning. |
本系統中英文摘要資訊取自各篇刊載內容。