淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-1303201416360900
中文論文名稱 融入式閱讀教學對技專生英文閱讀態度/動機之影響
英文論文名稱 Integrated Reading Instructional Effects on EFL College Freshmen’s Reading Attitudes/Motivation
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 102
學期 1
出版年 103
研究生中文姓名 馬玉華
研究生英文姓名 Yu-Hwa Ma
學號 895110236
學位類別 博士
語文別 英文
口試日期 2013-01-16
論文頁數 247頁
口試委員 指導教授-范瑞玲
共同指導教授-王藹玲
委員-陳俊光
委員-陳純音
委員-黃月貴
委員-張雅慧
中文關鍵字 閱讀態度動機  低成就學生  技專生  讀本  學生觀點 
英文關鍵字 L2 reading attitudes/motivation  low achieving students  EFL reading instruction  technical students  graded readers  leaerner perspectives 
學科別分類
中文摘要 本研究探討閱讀教學對學生閱讀態度/動機的影響、教材與閱讀態度/動機之間的關係、規定閱讀與閱讀態度/動機的關係並從學生觀點反省閱讀教學教材教法。受試者為57位應外系三班一年級新生:一班是四年制學院部、一班是二年制專科部、一班是進修學院二年制專科部。所有學生接受融入式閱讀教學一學期,以簡易讀本教授閱讀技巧。採量化及質化分析,資料收集包括英文閱讀態度/動機問卷調查前後測、英文課的學習心得調查、訪談、回饋單、讀書報告、教師日誌來了解學生閱讀態度/動機。
  以成對樣本T檢定重複量數結果顯示學生閱讀態度/動機沒有差異,出席率及願意與他人分享故事內容兩項陳述達顯著差異。獨立樣本T檢定結果顯示在課程結束後課堂閱讀班級的閱讀態度/動機較課外閱讀班級有顯著的進步。質化結果顯示出席率主要原因為早上第一堂課(課外閱讀班級)及工作原因(課堂閱讀班級)。訪談結果也顯示同學願意與他人分享故事內容。課堂閱讀班級在課堂學習經驗及主動參與課堂活動優於課外閱讀班級。這次的學習經驗讓學生了解到閱讀能力要有進步需要個人在課堂及課外投注心力與時間。
 由Pearson 相關係數分析顯示同學認為教材有趣、簡單、有用,比較能產生正面的閱讀態度/動機。此外,閱讀態度動機比較好的同學傾向選擇較難的讀本自行閱讀。質化結果顯示課堂讀本配合電影及歌曲有助於提升學生閱讀動機。但自行閱讀的讀本最好有趣且難易適中。閱讀簡易讀本強調對故事內容有大概了解對習慣於傳統教學的學生在觀念上是一項挑戰,能完成規定閱讀的同學,其閱讀態度/動機較好。
 本研究發現學生於完成規定閱讀後是否繼續閱讀主要受到外在因素如是否有額外要求學生閱讀、同儕影響及老師鼓勵勝於學生自發性的動機。學生被動、不想讀、疏於閱讀及無法找到適合的讀本是許多學生無法完成閱讀及其相關作業的主要原因。學生比較喜歡由老師帶著一起讀,並可以加入朗讀、口說以及寫作部分提高學生對閱讀的興趣、課堂教學融入閱讀活動可以增加學生接觸閱讀的機會。
英文摘要 This study investigated instructional impacts on learners’ reading attitudes/motivation, the relationship between materials and learners’ reading attitudes/motivation, required reading and learners’ reading attitudes/motivation and what changes are needed for this instruction to better reflect the learning needs of low achieving students. The participants were fifty seven Applied Foreign Languages freshmen from three different programs in a private Institute of Technology at Eastern Coast Taiwan. They received integrated reading instruction which strategies were taught with a class reader in the fall semester of 2011. Both quantitative and qualitative data were collected including pretest and posttest reading attitudes/motivation questionnaires, course evaluation surveys, and follow-up interviews, student feedback sheets, book reports, and teaching logs.
The quantitative results of paired samples t-test indicated there was no significant difference in learners’ reading attitudes/motivation except for two items: “I had good attendance in this class.” and “I shared the reading materials I read with classmates and friends.” The independent samples t-test showed that in-class reading group was significantly different from out-of-class reading group after instruction and this result supported the instructional impacts on learner reading attitudes/motivation. Moreover, in-class reading group adopted more active role in class participation than out-of-class reading group. This class experience raised learners’ awareness of the importance of personal engagement both in and out of the classroom in their reading progress.
The Pearson Correlation analysis revealed that instructional materials that were interesting, easy, and helpful for learning were likely to lead to positive attitudes/motivation. However, students with better reading attitudes/motivation tended to choose more difficult levels of readers for independent reading. Qualitative results indicated that class reader accompanying movies and songs were motivating. Materials for independent reading were perceived better when it was not too difficult or too easy to discourage reading. Reading graded readers which emphasizes reading for general meaning can be challenging for students who are used to the traditional teaching. In addition, students who were willing to comply with reading requirements have better reading attitudes/motivation.
Whether this successful experience could continue depended more on external factors such as required reading, peer influence, teacher recognition/encouragement than on motivation from learner themselves. Learner passivity, reluctance to read, time spent on reading, and difficult to find an appropriate level of readers were emerged reasons for students who failed to comply with the reading assignments.
Students preferred guided reading assisted by teacher explanation. A combination of reading with oral reading, speaking, and writing will improve learner interest in reading. Inclusion of reading time in class will provide learner opportunity to read English.
論文目次 Table of Contents

Acknowledgements i
Abstract ii
Table of Contents vi
List of Tables x
List of Figures xiii
List of Appendices xiv
CHAPTER 1 Introduction 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 3
1.3 Research Questions 4
1.4 Significance of the Study 5
1.5 Definitions of Terms 6
1.6 Organization of the Study 7
CHAPTER 2 Literature Review 8
2.1 Foreign Language Reading Instruction 8
2.1.1 Problems with Traditional Instruction 8
2.1.2 Issues of Learner Autonomy 11
2.1.3 Effective Reading Instruction 13
2.1.4 Integrated Reading Instruction 14
2.1.4.1 ER Materials 15
2.1.4.1.1 Using Graded Readers 16
2.1.4.1.2 Using Class Readers 18
2.1.4.2 Teaching Reading Strategies 19
2.2 ER Studies 20
2.2.1 ER Studies in Taiwan 21
2.2.2 Success of Book Flood 25
2.2.3 ER Studies Related to Attitudes and Motivation 29
2.3 Reading Motivation Models 35
2.3.1 Gardner’s Socio-Educational Model 35
2.3.2 Mathewson’s Model of Reading Attitude 38
2.3.3 Day and Bamford’s Model of L2 Reading Motivation 39
2.4 Studies on L2 Reading Motivation 41
2.5 Summary 46
CHAPTER 3 Methodology 50
3.1 Implementation of Integrated Reading Instruction 50
3.2 The Pilot Study 50
3.2.1 Participants 51
3.2.2 Materials 51
3.2.3 Instruments 52
3.2.4 Procedures 53
3.2.5 Results and Discussion 54
3.2.6 Revisions for Improvement 58
3.3 Main Study 58
3.3.1 Participants 60
3.3.2 Materials 62
3.3.3 Instruments 64
3.3.4 Procedures 71
3.3.5 Data Collection 77
3.3.6 Data Analysis 78
CHAPTER 4 Instructional Effects on Reading Attitudes/Motivation 82
4.1 Quantitative Results 82
4.2 Qualitative Results 84
4.2.1 Students’ Responses to This Learning Experience 84
4.2.2 Interview Results of Students’ Perception of This Class Experience 91
4.2.3 Student Self-Evaluations of Overall Attitudes Towards This Class 94
4.2.4 Student Self-Evaluation of English Improvement 99
4.3 Discussion 101
CHAPTER 5: Materials and Learner Reading Attitudes/Motivation 109
5.1 Quantitative Results 109
5.2 Qualitative Results 117
5.2.1 Student-Reported Challenges for Reading Graded Readers
117
5.2.2 Students’ Perceptions of Reading Graded Readers 119
5.2.3 Perceived Progress 130
5.2.4 Problems in English Reading/Reading Graded Readers 134
5.3 Discussion 139
CHAPTER 6: Required Reading and Reading Attitudes/Motivation 147
6.1 Quantitative Results 147
6.2 Qualitative Results 149
6.2.1 Billy Elliot 149
6.2.2 True Stories in the News 153
6.2.3 Self-Chosen readers 156
6.2.4 Student-Reported English Reading Habits 162
6.3 Discussion 164
CHAPTER 7: Learner Needs and Teaching Approaches 169
7.1 Student Suggestions for This Class 169
7.2 Purpose of Learning English 174
7.3 Discussion 175
CHAPTER 8: Concluding Remarks 181
8.1 Major Findings from this Study 181
8.2 Pedagogical Implications 183
8.3 Limitations and Suggestions for Future Studies 185
REFERENCES 188
APPENDICES 198


List of Tables
Table 3.1 Paired-Samples T-Test Pre-Post Differences for Each Class 54
Table 3.2 Student Preference of Materials 55
Table 3.3 Student Perceived Linguistic Levels of the Materials 56
Table 3.4 Participants Grouped by Levels of L2 Proficiency 61
Table 3.5 The Subscales and Items in English Reading Attitudes/motivation Questionnaire 67
Table 3.6 Summary of Data Collection Dates (month/day/year) 77
Table 3.7 Summary of Data Analysis for Research Questions 79
Table 4.1 Paired-Samples T-Test Results for Components of Reading Attitudes/Motivation 82
Table 4.2 Paired-Samples T-Test Results of Individual Reading Attitudes/Motivation Items 83
Table 4.3 Independent T-Test Results of Reading Attitudes/Motivation Differences Between In-Class and Out-of-Class Reading Groups 83
Table 4.4 Distribution of Students’ Responses to Two Open-Ended Questions (N=57) 85
Table 4.5 Four Themes of Positive Responses Related to Learners’ Reading Attitudes/Motivation 85
Table 4.6 Six Themes of Neutral Responses Related to Learners’ Reading Attitudes/Motivation 88
Table 4.7 Three Themes of Negative Responses Related to Learners’ Reading Attitudes/Motivation 90
Table 4.8 Students’ Self-Reported Levels of Participation in this Class 95
Table 4.9 Student Reported Reasons for Class Participation 96
Table 4.10 Student Reported Reasons for Not Attending/Participating in Class 97
Table 4.11 Students’ Self-Evaluation of English Improvement 99
Table 4.12 Students’ Self-Reported Reasons for Improvement 99
Table 4.13 Students’ Self-Reported Reasons for Lack of Improvement 100
Table 5.1 Pearson Correlations Between Learner Evaluation of Class Reader Billy Eliot and Post-Reading Attitudes/Motivation Questionnaire Scores 110
Table 5.2 Pearson Correlations Between Learner Evaluation of True Stories in the News and Post-Reading Attitudes/Motivation Questionnaire Scores 112
Table 5.3 Pearson Correlations Between Learner Evaluations of Self-Chosen Reader and Post-Reading Attitudes/Motivation Questionnaire Scores
114
Table 5.4 Pearson Correlations Between Learner Evaluations of Materials-Related Activities and Post-Reading Attitudes/Motivation Questionnaire Scores 115
Table 5.5 Student-Reported Challenges for Reading Graded Readers 117
Table 5.6 Information Concerning Self-Chosen Readers by Nine Interviewees 124
Table 5.7 Perceived Benefits from Reading Graded Readers 133
Table 5.8 Problems with Reading Graded Readers 138
Table 6.1 Summary of Pearson Correlations of Learner Commitment to Reading Requirements and Post-Reading Attitudes/Motivation Scores 148
Table 6.2 Frequency Responses Regarding Previewing Billy Elliot Before
Class 149
Table 6.3 Reasons for Not Previewing 150
Table 6.4 Frequency Responses of Finishing Billy Elliot .151
Table 6.5 Reasons for Not Finishing Billy Elliot 151

Table 6.6 Frequency Responses for Turning in Feedback Sheets (out-of-class reading group) 153
Table 6.7 Reasons for Not Turning in Feedback Sheets (out-of-class reading group) 154
Table 6.8 Reasons for Not Reading True Stories in the News (out-of-class reading group) 155
Table 6.9 Student-Reported Number of Readers Read this Semester 156
Table 6.10 Student-Reported Reasons for Not Reading/Finishing a Self-Chosen Reader 157
Table 6.11 Frequency Response for Handing in Book Reports 158
Table 6.12 Reasons for Not Turning in Book Reports 159
Table 6.13 Frequency Responses of Giving Oral Reports 160
Table 6.14 Reasons for Not Making Oral Reports 160
Table 6.15 Frequencies of Reading English 162
Table 6.16 Average English Reading Times (n=31) 163
Table 6.17 Types of English Reading (multiple choices) 163
Table 7.1 Students’ Suggestions for Improving Instruction 170
Table 7.2 Purposes of Learning English (multiple choices) 174

List of Figures
Figure 2.1 Basic Model of the Role of Aptitude and Motivation in Second Language learning 36
Figure 2.2 Direct Influences upon Intention to Read 38
Figure 2.3 Model of major variables motivating the decision to read in a second language 40
Figure 3.1 Overview of the activities used in three classes 72

List of Appendices

Appendix A Handout for Strategy Instruction 198
Appendix B Class library checkout list 200
Appendix C Pilot Survey on Student English Reading Attitudes/Motivation 201
Appendix D Student Survey on English Reading Attitudes/Motivation 207
Appendix E Course evaluation survey (in-class reading) and (out-of-class reading)
212
Appendix F Interview Questions 234
Appendix G Feedback sheet 236
Appendix H Book report 238
Appendix I Teaching log 239
Appendix J Course syllabus 242
Appendix K Raw data 246

參考文獻 REFERENCES
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Arden-Close, C. (1999). Taiwanese university freshmen’s difficulties with reading in English. Reading in a Foreign Language, 12, 325-354.
Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through guided extensive reading program. Reading in a Foreign Language, 15 (2), 83-102. Retrieved from http://nflrc.hawaii.edu/rfl
Auerbach, E. R., & Paxton, D. (1997). "It's not the English thing": Bringing reading research into the ESL classroom. TESOL Quarterly, 31, 237-261.
Bachman, L. F. (2005). Statistical analyses for language assessment. Cambridge. Cambridge University Press.
Baker, J. R., Luo, Y. W., & Hung, Y. Y. (2007). Helping daunted low level adult EFL learners get a fresh start with a literature ladder. Asia EFL Journal, 9, 254-279.
Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
Barfield, A. (2000). The promise and practice of extensive reading: an interview with George Jacobs and Willy Renandya. Literacy Across Cultures, 3 (2), 25-30.
Barnett, M. A. (1988). Teaching reading strategies: How methodology affects Language course articulation. Foreign Language Annals, 21, 109-119.
Bell, T. (1998). Extensive reading: Why? and how? The Internet TESL Journal, 4, (12). Retrieved from http://iteslj.org/Articles/Bell-Reading.html
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1). Retrieved from http://www.readingmatrix.com/articles/bell/index.html
Camiciottoli, B. C. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24(2), 135-153.
Chang, Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2 (1), 55-84.
Chen, C. (2009). A study on university students’ attitudes toward English learning and learner autonomy. College English: Issues and Trends, 2, 97-126.
Chen, C., Wang, C., & Liu, H. (2009). The perspectives of students' English learning on extensive reading program-a case study of Far East University. Journal of Far East University, 26, 349-363. Retrieved from http://www.feu.edu.tw/adms/aao/aao95/jfeu/26/2602/260218.pdf
Chen, H. C., & Graves, M. F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly, 29, 663-686.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469–512.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Day, R. R., & Bamford, J. (2000). Reaching reluctant readers. Forum, 38 (3), 12-17.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a Foreign Language, 14 (2), 136-141.
De Burgh-Hirabe, R., & Feryok, A. (2013). A model of motivation for extensive reading in Japanese as a foreign language. Reading in a Foreign Language, 25 (1), 72-93.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal,78, 273–284.
Duffy, G., & Hoffman, J. (1999). In pursuit of an illusion: The flawed search for a perfect method. The reading teacher, 53 (1), 10-16.
Dupuy, B., Tse, L., & Cook, T. (1996). Bringing books into the classroom: First steps in turning college-level ESL students into readers. TESOL Journal, 5, 10-15.
Elley, W. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Eskey, D. E. (1973). A model program for teaching advanced reading to students of English as a foreign language. Language Learning, 23 (2), 169-184.
Fan, X. (1991). Using the process approach to reading in an EFL class. Journal of Reading, 34, 624-627.
Fischer, C. (2003). Revisiting the reader’s rudder: A comprehension strategy. Journal of Adolescent & Adult Literacy, 47, 248-256.
Freeman, D., & Freeman, Y. (2001). Effective reading instruction for ESL students. ESL Magazine March/April, 14-16.
Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49, 518–533.
Gan, Z., Humphreys, G., & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal, 88, 229-244.
Garcia-passalacqua, J. M. (1968). Ahead in college: a developmental program for low achievers (ERIC Document Reproduction Service No. ED034537).
Gardner, R. C., & MacIntyre, P. D. (1993). A learner’s contributions to second language acquisition. Part II: affective variables. Language Teaching, 26, 1-11.
Gardner, R. C. (2001, February). Integrative motivation: Past, present and future. Temple University Japan, Distinguished Lecturer Series, Tokyo, Japan. Retrieved from http://publish.uwo.ca/~gardner/GardnerPublicLecture1.pdf.
Gardner, R.C., & Smythe, P.C. (1981). On the development of the Attitude/ Motivation Test Battery. Canadian Modern Language Review, 37, 510-525.
Gee, R. W. (1999). Encouraging ESL students to read. TESOL Journal 8 (1), 3-7.
Good, T. L. (1981). Teacher expectations and student perceptions: a decade of research. Educational Leadership, 38, 415-422.
Grabe, W. (2010). Fluency in reading—Thirty-five years later, Reading in a foreign language, 22 (1), 71-83. Retrieved from http://nflrc.hawaii.edu/rfl
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.
Graham, S. J. (2004). Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal, 88, 171-191.
Green, C. (2005). Integrating extensive reading in the task-based curriculum. ELT Journal, 59, 306-311.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30 (2), 114-132.
Hedge, T. (1985). Using readers in language teaching. London: Macmillan.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Hill, D. R. (1997). Survey review: Graded readers. ELT Journal, 51 (1), 57-81.
Hill, D. R. (2008). Graded readers in English. ELT Journal, 62 (2), 184-203.
Hsu, Y. Y., & Lee, S. Y. (2005). Does extensive reading also benefit junior college students in vocabulary acquisition and reading ability? Proceedings of the 22nd Conference on English Teaching and Learning (pp.116-127).
Hsu, Y. Y., & Lee, S. Y. (2007). Extensive reading and EFL junior college students in Taiwan. Studies in English Language and Literature, 20, 137-145.
Hsui, V. Y. (2000). Guided Independent Reading (GIR): A Program to nurture lifelong readers. Teaching & Learning, 20 (2), 31-39.
Inozu, J. (2011). Developing learner autonomy in the language class in Turkey: Voices from the classroom. Asia Pacific Education Review, 12, 523-531.
Johnston, P. H., & Winograd, P. N. (1985). Passive failure in reading. Journal of Reading Behavior, 17, 279-301.
Keshavarz, M. H., Atai, M. R., & Ahmadi, H. (2007). Content schemata, linguistic simplification, and EFL readers’ comprehension and recall. Reading in a Foreign Language, 19 (1), 19-33. Retrieved from http://nflrc.hawaii.edu/rfl
Kim, H., & Krashen, S. (1997). Why don't language acquirers take advantage of the power of reading? TESOL Journal, 6 (3), 26-29.
Krashen, S. (2003). Dealing with English fever. Selected Papers from the Twelfth International Symposium on English Teaching (pp. 100-108). Taipei: Crane.
Laufer, B. (1997). The lexical plight in second language reading. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition: A rationale for pedagogy (pp.20-34). NY: Cambridge University Press.
Laufer, B., & Sim, D. D. (1982). Does the EFL Reader need reading strategies more than language? Some experimental evidence. (ERIC Document Reproduction Service No. ED228848).
Lee, S. Y. (1998). Effects of introducing free reading and language acquisition theory on students’ attitudes towards the English class. Studies in English Language and Literature, 4, 21-28.
Lee, S. Y. (2005). Sustained silent reading using assigned reading: Is comprehensible input enough? The International Journal of Foreign Language Teaching, 1 (4), 10-12.
Lee, S. Y. (2006). A one-year study of SSR: University level EFL students in Taiwan. The International Journal of Foreign Language Teaching, 2 (1), 6-8.
Lin, F. (2004). The Impact of Extensive Reading on Vocational High School Students' Reading, Writing, and Learning Motivation. (Master’s Thesis). Retrieved from National Digital Library of Theses and Dissertations in Taiwan. National Taiwan Normal University.
Lituanas, P. M., Jacobs, G. M., & Renandya, W. A. (1999). A study of extensive reading with remedial reading students. In Y. M. Cheah & S. M. Ng (Eds.) Language instructional issues in Asian classrooms (pp. 89-104). Newark, DE: International Reading Association.
Lu, M. (2013). Effects of four vocabulary exercises on facilitating learning vocabulary meaning, form, and use. TESOL Quarterly, 47, 167-176.
MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp.45-68). Amsterdam/Philadelphia: John Benjamins Publishing Company.
MacIver, D. J. (1992). Motivating disadvantaged early adolescents to reach new heights: Effective evaluation, reward, and recognition structures (ERIC
Madsen, H. S. (1983). Techniques in testing. Oxford: Oxford University Press.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25 (1), 91-102.
Mathewson, G. C. (2004). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed., pp. 1431-1461). Newark, DE: International Reading Association.
McGlinn, J. M., & Parrish, A. (2002). Accelerating ESL students' reading progress with accelerated reader. Reading Horizons, 42 (3), 175-189. Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol42/iss3/2
McKenna, M., Stratton, B., Grindler, M., & Jenkins, S. (1995). Differential effects of whole language and traditional instruction on reading attitudes. Journal of Reading Behavior, 27 (1), 19-44.
McQuillan, J., Beckett, J., Gutierrez, L., Rippon, M., Snyder, S., Wager, D., Williams, G., & Zajec, E. (2001). If you build it, they will come: A book flood program for struggling readers in an urban high school. In B. O. Ericson (Ed.), Teaching Reading in High School English Classes (pp. 69-83). Urbana, IL: NCTE.
Mikulecky, B. (1990). A short course in teaching reading skills. Mass.: Addison-Wesley.
Min, H. T. (1998). Suggestions to EFL reading instruction in Taiwan. 第五屆三軍官校基礎學術研討會論文集/The Proceedings of the Fifth Military Academy Symposium on Basic Disciplines (pp. 5.10-1—5.10-8.)
Minderman, L. (1989). Loving Literature: good books for young readers. New York: Scholastic Professional Books.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14 (2), 92-110. Retrieved from http://nflrc.hawaii.edu/rfl/october2002/mori/mori.html
Mori, S. (2004). Significant motivational predictors of the amount of reading by EFL learners in Japan. RELC Journal, 35 (1), 63-81.
Mu, F. (2003). Motivating students by modifying evaluation methods. English Teaching Forum, 41, 38-41.
Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a Foreign Language, 19 (2), 76-105. Retrieved from http://nflrc.hawaii.edu/rfl/October2007/nishino/nishino.html
Nuttall, C. (2005). Teaching Reading Skills in a Foreign Language (3rd ed.). Macmillan Heinemann.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78 (1), 12–28.
Powell, S. (2005). Extensive reading and its role in the future of English language teaching in Japanese High Schools. (manuscript) Retrieved from http://extensivereading.net/docs/powell.html
Renandya, W. A., Rajan, B. R. S., & Jacobs, G.M. (1999). ER with adult learners of English as a second language. RELC Journal, 30, 39-61.
Robb, T. N., & Susser, B. (1989). Extensive Reading vs Skills Building in an EFL Context. Reading in a Foreign Language, 5, 239-251.
Schmidt, K. (1996). Extensive Reading in English: Rationale and Possibilities for a Program at Shirayuri Gakuen (ERIC Document Reproduction Service No. ED394277).
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 9-70). Honolulu, HI: University of Hawai`i, National Foreign Language Resource Center.
Shen, M. (2008). EFL learners’ responses to extensive reading: Survey and pedagogical applications. The Reading Matrix, 8 (2), 111-123.
Sheu, P. (2004). The effects of extensive reading on learners’ reading ability development. Journal of National Taipei Teachers College, 17, 213-228.
Shih, Y., & Lee, S. Y. (2006). How an EFL reading attitude is formed in an extensive reading program: A case study on a low proficient learner. Selected papers from the Fifteenth International Symposium on English Teaching (pp. 515-524). Taipei: The Crane Publishing Co., Ltd.
Shore, K. (2001). Motivated unmotivated students, Principal, 81 (2), 16-20.
Smey-Richman, B. (1989). Teacher expectations and low-achieving student (ERIC Document Reproduction Service No. ED328627).
Smith, K. (2006). A comparison of “pure” extensive reading with intensive reading and extensive reading with supplementary activities. The International Journal of Foreign Language Teaching,2 (2), 12-15.
Smith, K., & Krashen, S. (2009). Do EFL students like graded readers? Indonesian Journal of English Language Teaching (IJELT), 5 (2), 147-152.
Suh, J. (1999). The effects of reading instruction on reading attitude and reading process by Korean students learning English as a second language. Applied Language Learning, 10 (1-2), 77-122.
Swaffar, J. K. (1991). Language Learning is more than learning a language: Rethinking reading and writing tasks in textbooks for beginning language study. In B. Freed (Ed.), Foreign Language Acquisition Research and the Classroom (pp.252-279). Boston: D. C. Heath.
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19 (1) 1-18. Retrieved from http://nflrc.hawaii.edu/rfl
Tomlinson, B. (2000). Beginning to read forever: a position paper. Reading in a Foreign Language, 13, 523-538.
Tsao, F. F. (2004). How to achieve a breakthrough in English learning in an EFL context like Taiwan. English Teaching & Learning, 28 (3), 1-15.
Tse, L. (1996). When an ESL adult becomes a reader. Reading horizons, 37, 16-29.
Tse, L. (2000). Student perceptions of foreign language study: A qualitative analysis of foreign language autobiographies. Modern Language Journal, 84 (1), 69-84.
Viswat, L. J., & Rowe, L. C. (1995). Adding 'Magic' to an EFL Reading Program by Using Children's Literature. Proceedings of the JALT Conference, Nagoya, 226-229.
Wigfield, A. (1997). Children’s motivation for reading and reading engagement. In J.T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp.14-33). Newark, DE: International Reading Association.
Wong, C. K. (2001). What we know after a decade of Hong Kong extensive reading scheme. (ERIC Document Reproduction Service No. ED458806)
Wu, S. (2002). TVES college English teachers’ pedagogical thoughts on reading instruction. In Y. N. Leung et al. (Eds.), Selected Papers from the Eleventh International Symposium on English Teaching/Fourth Pan Asian Conference (pp.582-591).
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16 (1), 1-19.
Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36, 661-672.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25, 248-263.
Yin, M. (2005). The impact of pleasure reading and university EFL students’ English reading attitudes. (Master’s thesis). Retrieved from National Digital Library of Theses and Dissertations in Taiwan. Tunghai University.
Yu, W. (1999). Promoting second language development and reading habits through an extensive reading scheme. In Y. M. Cheah & S. M. Ng (Eds.) Language instructional issues in Asian classrooms (pp. 59-74). Newark, DE: International Reading Association.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2014-03-18公開。
  • 同意授權瀏覽/列印電子全文服務,於2014-03-18起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2281 或 來信