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系統識別號 U0002-1802201614123300
中文論文名稱 第一次實驗廣泛閱讀教學教師的反思、台灣大專院校學生與一名資深教師對於廣泛閱讀的感知
英文論文名稱 A First-Time Extensive Reading Instructor’s Reflections and EFL Taiwanese Junior College Students’ and an Experienced English Teacher’s Perceptions of ER
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 104
學期 2
出版年 105
研究生中文姓名 陳麗如
研究生英文姓名 Li-Ru Chen
學號 601110439
學位類別 碩士
語文別 英文
口試日期 2016-01-15
論文頁數 123頁
口試委員 指導教授-張雅慧
委員-姚嘉苓
委員-錢清香
中文關鍵字 廣泛閱讀  反思  感知  閱讀動機  態度 
英文關鍵字 Extensive Reading  Reflections  Perceptions  Reading motivation and attitudes 
學科別分類 學科別人文學語言文學
中文摘要 本研究旨在探討第一次運用廣泛閱讀的教師的反思,觀察學生的反應後如何發現實際的困難,並檢討會影響學生閱讀動機的可能因素。參與者包含第一次授課的教師、兩班學生以及另一名英語授課經驗豐富教師。本研究採質性研究方法,包括研究者週誌、學生態度與動機問卷、學生訪談與觀察教師訪談。參與研究的學生分為兩組,分別為傳統廣泛閱讀與廣泛閱讀後實施相關活動。實驗十三週的廣泛閱讀後,蒐集問卷並訪談學生與觀察教師的想法。
根據質性研究結果顯示 (1)研究者發現應用廣泛閱讀實際的困難與教學者經驗有關外,參與者學生也面臨閱讀內部、外部動機的影響。(2) 問卷與訪談的結果發現,閱讀後搭配討論活動的學生動機比起傳統廣泛閱讀模式的學生高,仍有少數學生不贊同廣泛閱讀的成效,而傳統閱讀組的學生仍保有對閱讀正向的觀感。(3) 觀察教師討論參與者環境背景、年紀、時間因素、教學者經驗與困難都與研究成效相關。
此外,研究中更發現除了教師與學生的關係對學生閱讀意願具有影響力外,學生本身閱讀態度也是影響閱讀動機的因素。本研究建議沒有實際運用過廣泛閱讀的教師,需謹慎設計廣泛閱讀課程,建立良好師生關係,並與提供與學生討論閱讀觀感,提高學生對閱讀的興趣,達到真正的悅讀。
英文摘要 The study investigated a first-time ER instructor’s reflections in implementation of extensive reading, how she found the difficulties after observing students’ reflections, examined the factors that might affect students’ reading motivation, and perceptions of the ER approach. The participants consisted of a first-time ER instructor, two EFL classes, and a well-experienced EFL teacher. The current study was an action research that used qualitative data analysis, including the instructor’s weekly diary, pre- and post-reading attitudes and motivation questionnaires, students’ interview, and the teacher’s interview. The participants were divided into two groups, one of traditional extensive reading (ERG), and the other of extensive reading with post-reading activity (PRG). Questionnaires and interviews were collected after a total of 13 weeks of ER.
The results of qualitative research showed that (1) I found the difficulties of applying extensive reading relating to her lack of teaching experiences, and participating students confronted reading influences from both intrinsic and extrinsic motivation, (2) PRG students gained highly motivation than ERG students, some students disagreed with the ER effects; likewise, some ERG students still held positive experiences in English reading, (3) the EFL teacher discussed learners’ background, age, time, instructor’s experiences and challenges that were connecting to the effects of the study.
In addition, the study revealed that not only teacher-students relationship had great influence on reading willingness, but also individual reading attitudes was a factor affecting their motivation. The findings recommended for the teachers who have not experienced the extensive reading approach that they should design the extensive reading carefully, establish the positive relationship with students, provide opportunity to discuss reading and improve their interests, and achieve the objectives of pleasure reading.
論文目次 TABLE OF CONTENTS
ABSTRACT...............................................i
DEDICATION...........................................iii
ACKNOWLEDGEMENTS......................................iv
TABLE OF CONTENTS......................................v
LIST OF TABLES.......................................vii


CHAPTER 1 Introduction
1.1 Research Background and Motivation.................1
1.2 Problem Statement..................................2
1.3 Purpose of the Study...............................4
1.4 Research Questions.................................5
1.5 Significance of the Study..........................5

CHAPTER 2 Literature Review
2.1 Theoretical Background.............................7
2.1.1 The Input Hypothesis.............................7
2.1.2 The Affective Filter Hypothesis..................8
2.1.3 The Bootstrap Hypothesis.........................8
2.2 ER Program
2.2.1 The Definition of ER.............................9
2.2.2 Principles of Effective ER Program...............9
2.2.3 ER Materials....................................11
2.2.3.1 Graded Readers................................12
2.3 Empirical Evidence Yielded by Prior ER Studies
2.3.1 ER and overall language proficiency, reading proficiency...........................................14
2.3.2 ER and reading comprehension and reading and listening speed.......................................19
2.3.3 ER and reading attitude and motivation..........22
2.4 Teachers’ attitudes toward ER program.............27
2.5 Action research...................................29
2.6 Summary...........................................30

CHAPTER 3 Methodology
3.1 Aims of the study.................................31
3.2 Participants......................................31
3.2.1 Research background.............................33
3.3 Research Design
Extensive reading group (ERG)........................34
Post-Reading group (PRG).............................35
3.4 Reading Materials................................36
3.5 Instruments
Pre-and Post-Attitudes and Motivation Questionnaire........................................37
Students’ Reading Logs...............................39
My diary.............................................40
Student Interviews...................................40
Experienced EFL Teacher’s Interview..................41
3.6 Procedure........................................41
3.7 Data analysis....................................43

CHAPTER 4 Results and Discussion
4.1 Results of Research Question 1...................45
4.2 Results of Research Question 2...................57
4.2.1 Questionnaire Results..........................57
4.2.2 Open-Ended Results Questionnaire and Interview Results..............................................64
4.3 Results of Research Question 3...................75
4.4 Discussion.......................................82

CHAPTER 5 Conclusion
5.1 Summary of the present study.....................93
5.2 Limitations of the study.........................94
5.3 Pedagogical implications.........................96
5.4 Suggestions for future studies...................98

References..........................................100
Appendix............................................109

LIST OF TABLES
Table 3-1 The differences between the original ER principles and the two group’s settings 36
Table 4-1 ERG and PRG students’ reading books amount and attendance 51
Table 4-2 ERG and PRG students’ pre- and post-reading attitudes 59
Table 4-3 ERG and PRG students’ pre-and post-reading motivation 62
Table 4-4 ERG and PRG students’ aspects towards the instructor 64
Table 4-5 ERG and PRG participants’ aspects of reading activity 64
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