許多研究均證實廣泛地閱讀(Extensive Reading)對於英語學習者各項英語能力有相當大的幫助。許多語言教師及研究者都對廣泛閱讀取向(Extensive Reading Approach)做了很多研究與實踐。然而雖然近年來許多關於廣泛閱讀有益於語言能力的發展的研究不斷累積，廣泛閱讀取向在各項英語教學活動中似乎較不受台灣英語教師的青睞。台灣目前許多相關研究仍主要以高等教育如大學生為對象。廣泛閱讀對於英語初學者的影響似乎較不受重視。因此，本研究使用前測後測之實驗設計來探索國民中學一年級英語課廣泛閱讀方案的成效。研究中同時實施一份閱讀態度問卷以瞭解學生們對於英語閱讀的閱讀習慣及動機。本研究中，實驗組於學期中共進行17次的廣泛閱讀活動。研究結果顯示實驗組及控制組實驗前後的進步程度均達到顯著水準，然而兩組間並無顯著差異。此結果可能意謂廣泛閱讀方案並非進步的主因。儘管如此，實驗組的學生均給廣泛閱讀方案正向的回饋。研究中同時討論各種可能影響實驗結果的因素。本研究結論進一步支持國民中學英語課廣泛閱讀方案是可行的教學活動之一。

It is widely accepted that learners of English benefit from reading extensively. Extensive Reading (ER), as a foreign language learning approach, has been studied and practiced by teachers and researchers. Although a large body of research on the effects of ER on language development has accumulated in recent years, ER does not get much attention in the language classroom in Taiwan. Many ER studies in Taiwan focus on tertiary education. The role of ER for English learners at the beginning level is rarely explored. Using a pre-post research design, the present study aimed to investigate the effects of ER as a supplement to a seventh grade English class. A questionnaire was also conducted to investigate students’ reading habit and motivation toward reading English. The experiment group received 17 sessions of ER activities in the ER program. Both groups made significant improvement in the end. The results suggested that the improvement could not be attributed to the ER program. Despite this, the subjects in the experiment group gave positive feedback toward the ER program. Several factors that might influence the results of the tests were also discussed. This study may enhance teachers’ belief that adopting ER activities into a junior high school English class is feasible.

TABLE OF CONTENTS
CHINESE ABSTRACT………………………………………………………….i
ABSTRACT……………………………………………………………………….ii
TABLE OF CONTENTS..………………………………………………………..iii
LIST OF TABLES………………………………………………………………... v
LIST OF APPENDIXES……………………………..…………………………...vi
CHAPTER ONE: INTRODUCTION
Motivation and Research Background………………………………1
 Purpose of the Study…………………………………………………..4
 Research Questions……………………………………………………5
 Significance of the Study……………………………………………....5
 Limitations of the Study……………………………………………….6
CHAPTER TWO: LITERATURE REVIEW
 Overview………………………………………………………………..7
 Theoretical Background……………………………………………….7
Reading Comprehension and Schema Theory
The Input Hypothesis and the Affective Filter Hypothesis
The Pleasure Hypothesis (Krashen, 1994); the Bookstrap Hypothesis (Day & Bamford, 1998); Flow Experiences (Csikszentmihalyi, 1990)
Intensive and Extensive reading
Extensive Reading, Why Bother?
The Characteristics of Extensive Reading Approach
How much reading is meant by extensive? 
Extensive reading and the second language curriculum
Graded Readers
Empirical studies………………………………………………………20
The Book Flood Project in Fiji
The Singapore REAP program
Correlational Studies
Vocabulary
Motivation and Attitudes
Writing
Taiwanese EFL readers’ English reading concepts
ER Research in Taiwan
CHAPTER THREE: METHODOLOGY
Participants…………………………………………………………………31
The Extensive Reading Program………………………………………….33
Reading materials………………………………………………………….34
Reading instruction………………………………………………………...36
Reading Activities…………………………………………………………..38
Instruments………………………………………………………………….41
Data analysis………………………………………………………………..46
CHAPTER FOUR: RESULTS AND DISCUSSION
	Results……………………………………………………………………….48
Results of vocabulary test
Results of grammar test
Results of reading comprehension test
Results of questionnaires
How much did students read
Favorite books
Favorite activities
Students’ suggestions
Teacher’s journal
	Discussion……………………………………………………………..63	
Effects of the regular English class
Amount of reading
Test construction
Motivation and ability
CHAPTER FIVE: CONCLUSION
	Overview…………………………………………………………………..73
	Limitations…………………………………………………………………76
	Directions for future studies………………………………………………77
	Pedagogical implications…………………………………………………..79
REFERENCES………………………………………………………………….82
APPENDIXES………………………………………………..…………………86
LIST OF TABLES
Table 1 Pre-tests on vocabulary test……………………………………………….49
Table 2 Post-tests on vocabulary test………………………………………………49
Table 3 Within-group paired-samples t-test………………………………………..50
Table 4 Gain score data on vocabulary test…………………………………………50
Table 5 Pre-tests on grammar test………………………………………………….50
Table 6 Post-test on grammar test………………………………………………….51
Table 7 Within-group paired-samples t-test………………………………………...51
Table 8 Gain scores data on grammar test………………………………………….52
Table 9 Pre-tests on reading comprehension test…………………………………..52
Table 10 Post-tests on reading comprehension……………………………………..52
Table 11 Within-group paired-samples t-test……………..………………………..53
Table 12 Gain scores data on reading comprehension….…..………………………53
Table 13 Did you ever attend extra-curricula English classes?.................................54
Table 14 How many days have you stayed in English-speaking countries?..............54
Table 15 My English teacher encourages me to enjoy reading……………………..55
Table 16 I study English for fun, not for exams…………………………………….55
Table 17 While I am reading, I can mostly understand the texts………………….55
Table 18 I like reading English……………………………………………………55
Table 19 English reading is important…………………………………………….56
Table 20 Extra-curricula English reading improves English proficiency…………56
Table 21 Did you enjoy the ER program?..................................................................56
Table 22 Students’ reading data…………………………………………………..57
Table 23 List of popular books……………………………………………………58
Table 24 Favorite activities……………………………………………………….59
LIST OF APPENDIXES
Appendix A Vocabulary test…………………………………………………….86
Appendix B Reading comprehension test………………………………………89
Appendix C Grammar test………………………………………………………92
Appendix D Pre-questionnaire…………………………………………………...94
Appendix E Post-questionnaire…………………………………………………..98

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