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系統識別號 U0002-0503201809282500
中文論文名稱 窄式閲讀對於閲讀速度的影響和學生的看法
英文論文名稱 Narrow Reading: Effects on reading speed and learner perspectives
校院名稱 淡江大學
系所名稱(中) 英文學系博士班
系所名稱(英) Department of English
學年度 106
學期 1
出版年 107
研究生中文姓名 雷凱
研究生英文姓名 Guy Redmer
學號 802110212
學位類別 博士
語文別 英文
口試日期 2017-01-05
論文頁數 183頁
口試委員 指導教授-黃月貴 博士
委員-陳純音
委員-卓江
委員-林怡弟
委員-林銘輝
中文關鍵字 窄式閱讀  自動化歷程  閱讀流暢性  閱讀速度 
英文關鍵字 narrow reading  automaticity  reading fluency  reading rate/speed 
學科別分類
中文摘要 本文旨在研究「窄式閱讀」(narrow reading)對學生閱讀流暢性的影響。由於作者發現目前只有一篇研究論及窄式閱讀對學生閱讀效率的影響,因而試圖填補現存文獻中的空白。本文探討以下議題:(1)窄式閱讀是否對大學英語學習者的閱讀效率造成顯著的影響?(2)研究對象對於窄式閱讀看法為何?本研究總計有39位大二學生參與為期四週的訓練過程。參與者皆為淡江非英文系學生。學生小組皆閱讀三份特定主題的連續性時事新聞。遴選材料時,作者已將學生閱讀能力納入考量,且都以詞彙特色作為分析對象。每個訓練過程皆進行個別分析。不論題材為何,三份數據結果一致顯示:這些學生的閱讀速度有顯著進步。此外,每當題材難度增加時,學生的閱讀速度也依舊維持既有速度。尤其是閱讀速度。窄式閱讀也可作為學生課堂彈性活動,只要題材對學生有吸引力。因此,作者總結:窄式閱讀可以成為一種增進學生閱讀流暢度的有效方法。
英文摘要 The purpose of this study is to examine the effects of narrow reading (NR) on reading fluency. The author aims to fill a gap in existing literature in which there is very little on NR, and only a single inquiry about its effects on reading rate. Specifically, this study explores the following questions: Does a NR treatment have any significant effects on the reading rates of university EFL learners? What are participant perspectives toward NR? A total of 39 second-year university students participated in the treatments for four weeks. All of the participants were non-English majors enrolled in Tamkang University. The group read three sets of thematically related running news stories. The texts were controlled for reading level and analyzed for lexical features. Data from each treatment was analyzed separately. The results for all three data sets consistently showed significant gains in reading speed, regardless of topic. Additionally, gains appeared to be sustained even when reading difficulty slightly increased. Semi-structured interviews reflected a general learner perception that NR was beneficial, particularly for reading speed, and that it could be a select activity, but only if the topic is of interest. Thus, the author concludes that NR may be a highly effective means of enhancing reading fluency.












論文目次 Table of Contents
Acknowledgements………………………………………………………………………………..i
Chinese Abstract…………………..………………………………………………………………ii
English Abstract…………….…………………………………………………………………….iii
Table of Contents…………………...……………………………………………………………..v
List of Tables……………………………………………………………………………………..ix
List of Figures……………………………………………………………………………………..x

Chapter 1 Introduction 1
1.1 Research Background and Issues 1
1.1.1 Fluency 1
1.1.2 Definition of narrow reading 3
1.2 Purpose of the Study 3
1.3 Research Questions 4
1.4 Significance of the study 4
Chapter 2 Literature Review 6
2.1 L1 Reading Fluency 6
2.1.1 Automaticity 6
2.1.2 Repeated reading 13
2.1.3 Timed reading 18
2.2 L2 Reading Fluency 20
2.2.1 Automaticity 20
2.2.2 Automaticity and reading rate 24
2.2.3 Repeated reading 31
2.2.4 Timed reading 34
2.2.5 Narrow reading: vocabulary acquisition 38
2.2.6 Narrow reading and corpus analysis 41
2.2.7 Narrow reading experimental studies 46
Chapter 3 Method 52
3.1 Basic Parameters 52
3.1.1 Participant characteristics 52
3.1.2 Participant proficiency level 52
3.1.3 Settings 53
3.2 Research Design 54
3.2.1 Materials 54
3.2.2 Procedures 63
3.2.3 Data analysis 65
3.2.4 Learner perspectives 66
Chapter 4 Results 67
4.1 General Descriptives of Reading Rates and Comprehension 67
4.1.1 Set 1 67
4.1.2 Set 2 68
4.1.3 Set 3 69
4.2 Tests for Significance 70
4.2.1 Set 1 70
4.2.2 Set 2 73
4.2.3 Set 3 75
4.3 Learner Perspectives toward NR 78
4.3.1 Reading difficulty 79
4.3.2 Word recognition 82
4.3.3 NR as a practice 84
Chapter 5 Discussion 87
5.1 Reading Materials 87
5.2 Vocabulary Load 88
5.3 Reading Difficulty 89
5.4 Measured Effects 90
5.4.1 Reading rate 90
5.4.2 Participant views 90
5.5 Conclusion 93
5.5.2 Pedagogical implications 94
5.5.3 Limitations of the study 96
5.5.4 Suggestions for future research 98
References 99
Appendix A: Lexical Profile of Set 1 113
Appendix B: Lexical Profile of Set 2 132
Appendix C: Lexical Profile of Set 3 154
Appendix D: Semi-structured interview questions 177
Appendix E: Semi-structured interview full transcript 178

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