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 U0002-2007200500422100
中文論文名稱 “悅”讀: 以閱讀暢銷小說為題材之個案研究,以英文系大三生為例
英文論文名稱 Read to Enjoy: A Case Study Using Popular Fiction in an EFL Class
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 93
學期 2
出版年 94
研究生中文姓名 吳旻倫
研究生英文姓名 Min-Lun Wu
學號 690010094
學位類別 碩士
語文別 英文
口試日期 2005-06-16
論文頁數 107頁
口試委員 指導教授-黃月貴
委員-黃月貴
委員-杜德倫
委員-李思穎
中文關鍵字 閱讀  暢銷小說 
英文關鍵字 extensive reading  pleasure reading  fluency-first approach 
學科別分類 學科別人文學語言文學
中文摘要 台灣是以英語作為外國語的學習環境, 學生們除了在教室外並無太多機會使用英文, 加上英語課程教材多為教科書, 教學目標也多以升學考試為導向, 學生們在這樣的學習環境下往往失去了學習英語的動機, 同時也錯失了閱讀英語課外讀物的機會。 如何幫助學生找回語言學習的熱忱即為目前我們所面臨的重要課題。 為了有效地幫助學生學習英語並重新尋回閱讀的樂趣, 本研究提出了以暢銷小說與閱讀教學結合的教學環境來輔助大學生學習英語的閱讀與寫作。

實驗對象為十五位大三的英文系學生。 資料蒐集是透過教學前後的問卷資料, 教室觀察, 及學生的閱讀扎記等。

研究結果顯示, 以暢銷小說為閱讀題材對學生的學習動機有正面的影響。 藉由規律性的閱讀及撰寫閱讀扎記, 學生們能更加深對閱讀內容的了解。 再者, 學生們在閱讀完本研究指定的暢銷小說後, 對於閱讀英語課外讀物的態度也轉為積極, 會主動去選擇適合自己的書籍來繼續閱讀。

本研究的結果可作為英語教學者在設計閱讀課程時的參考, 藉此更期許能讓更多學習英語的學生享受””悅”讀的樂趣。
英文摘要 The purpose of this study is to explore the extensive reading process and to describe how it might be used in EFL reading instruction. Fundamental to this research is the assumption that the adaptation of popular fiction as the major reading material, coupled with a consistent practice of writing procedure, students would improve their performance in reading and writing. The subjects were fifteen junior students from the English department at the university level. The data were collected from pre- and post-questionnaires, classroom observation, and students’ response journals.
The results of the study indicated that the use of popular fiction received mixed reactions from the participating students. But overall, the choice of a popular fiction appealed to the students and created lasting interest along the course of their reading. The results of the study also indicated that the writing procedure helped facilitate better understanding of the text. More importantly, students’ attitudes toward reading book-length English materials changed from passive to active after they gained confidence from finishing the designated reading material of this study.
This study may serve as reference for language teachers who are seeking ways to improve their reading instruction and to make students become readers who enjoy reading.
論文目次 Chinese Abstract……………………………………………………i
English Abstract……………………………………………………ii
Acknowledgement……………………………………………………iii
Table of Contents…………………………………………………iv
List of Figures……………………………………………………vi
List of Appendices………………………………………………vii Chapter I Introduction
1.1 Research Background…………………………………1
1.2 Purpose of the Study…………………………………5
1.3 Research Questions……………………………………6
1.4 Significance of the Study…………………………6
1.5 Definition of Terms…………………………………7
Chapter II Literature Review
2.1 Review of L2 Reading Research
2.1.1 Overview………………………………………………9
2.1.2 A Closer Look at Reading Comprehension………10
2.1.3 Providing Reading Models…………………………11
2.1.4 Employing Reading Strategies……………………12
2.1.5 Reading for Information……………………………14
2.1.6 Strategies for Reading Fiction…………………15
2.2 The Reading-writing Connection
2.2.1 Theoretical Background……………………………16
2.2.2 Independent Reading and Journal Writing………18
2.2.3 Guided Reading and Grand Discussions……………19
2.3 An Approach Less Taken—Extensive Reading (ER) Program
2.3.1 Background of the ER Approach……………………21
2.3.2 Advantages of Extensive Reading…………………22
2.4 An Eclectic Synergy of Methodologies—The Writing Procedure
2.4.1 Goals for EFL Student Writing……………………27
2.4.2 Accuracy and Fluency of Writing…………………27
2.4.3 Using Adult Learners as Subjects…………………28
2.4.4 Two-step Response Journal Writing and Its Theoretical References…………………………………………29
2.5 From Theory to Practice—Reflective Teaching……………………………………………………………30
Chapter III Method and Procedure
3.1 Subject of the Study…………………………………32
3.2 Instruments……………………………………………32
3.3 Resources………………………………………………33
3.4 Procedure………………………………………………33
3.5 Data Analysis…………………………………………34
Chapter IV Results and Discussion
4.1 The Influence of Employing Extensive Reading Approach
4.1.1 The Positive Effects of Using Popular Literature as the Major Reading Material…………………………………36
4.1.1.1 Readers’ Preferences in Reading Materials……………………………………………………………36
4.1.1.2 Readers’ Reading Habits and Their Ongoing Experience of Reading “The Da Vinci Code”………………37
4.1.2 Attitudinal Changes toward Regular Reading of Popular Fiction……………………………………………………39
4.2 The Influence of the Supplementary Classroom Activities
4.2.1 The Reading and Performance Strategies Students Possess………………………………………………………………40
4.2.1.1 Readers’ Preferences in Styles of Engagement…………………………………………………………40
4.2.1.2 Strategies Readers Possess………………………42
4.2.1.3 Reciprocal Learning………………………………44
4.3 The Impact of the Writing Procedure
4.3.1 Students’ Reactions to the Writing Procedure....46
4.3.1.1 Input from Reading—Comprehension………………46
4.3.1.2 Self-monitored Output—Writing Response Journals with a Personal Voice……………………………………………47
4.3.2 Analysis of Students’ Journal Responses………62
Chapter V Conclusion
5.1 Summary of the Study…………………………………65
5.2 Major Findings of the Study………………………66
5.3 Limitations of the Study……………………………69
5.4 Implications of the Study
5.4.1 Fostering New Reading Interests…………………69
5.4.2 Time for Self-selected Reading……………………70
5.4.3 Encouraging Lifelong Reading………………………70
5.5 Recommendations for Further Research……………72
5.6 Conclusion—A Forward Look to the Future………73
References…………………………………………………………76
Appendices…………………………………………………………83

List of Figures
Figure 1. Elly's illustration of the upside-down pyramid in the Louvre Museum.....................................53
Figure 2. Allen's list of character introduction and the picture of "The Vitruvian man"........................61

List of Appendices
Appendix A. Pre-instruction Questionnaire--Reading Habits................................................83
Appendix B. Verbatim Transcription of the Responses of Pre-instruction Questionnaires.............................84
Appendix C. Post-instruction Questionnaire--Open-ended Questions.............................................95
Appendix D. Verbatim Transcription of the Responses of Post-instruction Questionnaires............................96
Appendix E. Pictures about The Da Vinci Code.........103
Appendix F. Pictures of On-line Chat Forum...........106
參考文獻 Anderson, R. C., Hiebert, E., Scott, J., & Wilkinson, J. (1985). Becoming a nation of readers: The report of the Commission on Reading with contributions from members of the Commission on Reading. Washington, DC: National Academy of Education.
Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT Journal 41:257-267.
Autrey, K. (1991). Toward a rhetoric of journal writing. Rhetoric Review, 10(1), 74-90.
Baker, L., & Brown, A. (1984). Metacognitive skills of reading. In P.D. Pearson, M. Kamil, P. Mosenthal, & R. Barr (Eds.), Handbook of reading research (pp.353-394). New York: Longman.
Bamford, J. (1984a). Review of "The importance of extensive reading in language learning,” a presentation by Damien Tunnacliffe given at JALT '83. The Language Teacher, 8(1), 4-5.
Bamford, J. (1987, June). Extensive reading using graded readers...and beyond. Presentation given at JALT Osaka chapter meeting, Osaka, Japan .
Bamford, J. 1993. Beyond grammar translation: Teaching students to really read.
Bamford, J. & Day, R. 1997. Extensive reading: What is it? Why bother? The Language Teacher, 21/5
Bamford, J., & Day, R. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Barnett, M.A. (1989). More than meets the eye: Foreign language learner reading: Theory and practice. Englewood Cliffs, NJ: Prentice Hall Regents.
Baumann, J. F., Jones, L. A. & Seifert-Kessell, N. (1993). Using think alouds to enhance children’s comprehension monitoring abilities, Journal of Reading Behavior, 24, 143-172.
Benitez, R. (1990). Using a learning log in an EFL writing class. English Teaching Forum, 28(3), 40-41.
Blachowicz, C., Ogle, D. (2001). Reading comprehension—Strategies for independent learners. The Guilford Press, NY 10012.
Brown, R. (2000). Extensive reading in the EFL class (Extensive reading in practice colloquium). JALT International Conference, 3rd, November, 2000.
Brumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University Press
Carrell, P. L. (1987). Text as interaction: Some implications of text analysis and reading research for ESL composition. In U. Connor and R. B. Kaplan (Eds.), Writing Across Languages: Analysis of L2 Text (pp. 47-56). Reading, MA: Addison-Wesley.
Cooper, M. (1987). Conference report: 11th World Congress in Reading. Reading in a Foreign Language, 4, 71-77. Dalle, T. (1988). Reading journals: Solving the problem of input in the ESL composition class. TESL Reporter. 21, 23-26.
Datesman, M. (1990). The interaction between extensive reading and writing. Paper presented at the International TESOL Convention, San Francisco (March).
Day, R. R. & Bamford, J. (1998). Extensive reading in the second language classroom. UK: Cambridge University Press.
Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. Elementary School Journal, 100(5), 473-490.
Dubin, F., and Olshtain, E. (1977). Facilitating language learning. New York: McGraw-Hill.
Dubin, F., and Olshtain, E. (1986). Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press.
EPER, 1998. List of graded readers, Current titles IALS: University of Edinburgh (See the Edinburgh Project on Extensive Reading. Web:http://www.ials.ed.ac.uk/epermenu.html)
Eskey, D.E. (1973). A model program for teaching advanced reading to students of English as a foreign language. Language Learning, 23, 169-184.
Folman, S. (1988). Towards an EFL reading-writing model of academic learning. Paper presented at the International TESOL Convention, Chicago (March).
Fulwiler, T. (1987). The Journal Book. Portsmouth, NH: Boynton/Cook.
Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press.
Heath, R. P. (1997). In so many words: How technology reshapes the reading habit. American Demographics, 19(3), 11-14.
Hedge, T. (1985). Using readers in language teaching. London: Macmillan.
Hill, D. 1997. Survey review: Graded readers. ELT Journal, 51/1.
Hill, D. 1998. Teaching guide for Jane Eyre. IALS: University of Edinburgh.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20 (2), 247-265.
Johns, A. (1991). Interpreting an English essay competency examination. Written Communication, 8(3), 379-401.
Johnson, P. (1986). Acquisition of schema for comprehension and communication: A study of the reading-writing relationships in ESL. RELC Journal, 17 (1), 1-13.
Jones, D. (1988). Knowing opportunities: Some possible benefits and limitations of dialogue journals in adult second language learning. Unpublished master’s thesis, School for International Training (Brattleboro, VT).
Kirby, D., Liner, T., and Vinz, R. (1988). Inside out: Development strategies for teaching writing. Portsmouth, NH: Boynton/Cook Heinemann.
Krashen, S.D. (1982). Principles and practice in second language acquisition, Oxford: Pergamon Press.
Krashen, S.D., & Terrell, T.D. (1983). The natural approach, Hayward, CA, The Alemany Press.
Krashen, S. D. (1984a). Do we learn to read by reading? The relationship between free reading and reading ability. In D. Tannen (Ed.), Linguistics in context: Connecting observation and understanding (pp. 269-298). Norwood, NJ: Ablex.
Krashen, S. D. (1984b). Writing: Research, theory, and applications. Oxford: Pergamon Institute of English.
Krashen, S.D. (1985). Inquiries and insights. Hayward; CA: Alemany Press.
Krashen, S.D. (1988). Do we learn to read by reading? The relationship between free reading and reading ability. In D. Tannen (Ed.), Linguistics in context: Connecting observation and understanding (pp.269-298). Norwood, NJ: Ablex.
Krashen, S.D. (2003). Dealing with English fever. ETA 2003.
Lennon, P. (1991). Error: Some problems of definition, identification, and distinction. Applied Linguistics, 12(2), 180-196.
Lucas, T. (1990). Personal journal writing as a classroom genre. In J. K. Peyton (Ed.), Students and Teachers Writing Together (pp.99-124).
MacGowan, G. A. (1995). Fluency first: reversing the traditional ESL sequence. Journal of Basic Writing.
Maimon, E. (1989). Thinking , reasoning, and writing. White Plains, NY: Longman.
McKim, M.G. (1955).Guiding growth in reading in the modern elementary school. NY: The Macmillan Company.
McLaughlin, B., Rossman, B., and McLeod, B. (1983). Second language learning: An information processing perspective. Language Learning, 33, 135-158.
McLeod, S. (1991). Writing as a mode of learning. Composition Chronicle, 4(2), 7-8.
Nunan, D. (1988). The Learner-centered curriculum. Cambridge: Cambridge University Press.
Nunan, D. (1989a). Syllabus design. Oxford: Oxford University Press.
Nunan, D. (1989b). Understanding language classrooms: A guide for teacher initiated action. New York: Prentice Hall International.
Nunan, D. (1990). The questions teachers ask. JALT Journal, 12 (2), 187-202.
Nuttall, C. (2000).Teaching reading skills in a foreign language. Macmillan Heinemann English Language Teaching, UK: Macmillan Publishers Limited.
Olshtain, E. (1976). First steps in extensive reading. Alon Lemorim Leanglit/ English
Teachers' Journal (Israel), 16, 39- 41.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
Paris, S. G., & Oka, E. R. (1986). Self-regulated learning among exceptional children. Exceptional Children, 53(2), 103-108
Pearson, P. D. (1985). Changing the face of comprehension instruction. The Reading Teacher, 38, 724-738.
Pressley, M. (1998).Reading instruction that works: The case for balanced teaching. NY; The Guilford Press.
Rivers, W.M. (1981). Teaching foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Robb, T. and Susser, B. (1989). Extensive reading vs. skills buildings in an EFL context. Reading in a Foreign Language, 5(2), 239-251.
Rosenblatt, L. M. (1985). Viewpoints: Transaction versus interaction—A terminological rescue operation. Research in the Teaching of English. 19, 96-107.
Rumelhart, C. E. (1985). Notes on a schema for stories. In D. G. Bobrow & A. Collins (Eds.), Representation and understanding: Studies in cognitive science. New York: Academic Press.
Rutherford, W., & Sharwood-Smith, M. (1985). Consciousness-raising and universal grammar. Applied Linguistics 6, 274-282.
Sarig, G. (1988). Composing a study-summary: A reading-writing encounter. Paper presented at the International TESOL Convention, Chicago (March).
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness. In R. Schmidt (Ed.), Attention and awareness in foreign language teaching and learning (Technical Report No. 9) (pp. 1-64). Honolulu: University of Hawai'i at Manoa.
Shen, F. (1989). The classroom and the wider culture: Identity as a key to learning English composition. College Composition and Communication 40:459-466.
Short, K. G., & Klassen, C. (1995). So what do I do? The role of the teacher in literature circles. In N. Roser & M. Martinez (Eds.), Book talk and beyond: Children and teachers respond to literature (pp. 97-108). Newark, DE: International Reading Association.
Smith, F. (1985). Reading without nonsense (2nd ed.). New York: Teachers College Press.
Snowball, D. (1995, May). Building literacy skills through nonfiction. Teaching K-8, 62-63.
Stuart, K. (1990). Developing extensive reading skills with culturally relevant folktales. TESOL Reporter, 23(1), 3-4.
Susser, B. and Robb, T. (1990). EFL extensive reading instruction: Research and procedure. JALT Journal, 3(2), 153-165.
Taipei Public Library. (2003, November). TOFEL score references. Retrieved November, 14, 2003, from http://www2.tpml.edu.tw/study/modules.php?name=News&file=article&sid=486
Thompson, C. (1984) Intensive and extensive reading -- a summary, for practicing teachers, of material presented by Damien Tunnacliffe at JALT '83. The Language Teacher, 8(4), 21-22.
Vaughan, J.L., Jr. (1982). Instructional strategies. In A. Berger & H.A. Robinson (Eds.), Secondary school reading: What research reveals for classroom practice (pp. 67-84). Urbana, IL: ERIC Clearinghouse on Reading and Communications Skills and the National Conference on Research in English.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research in teaching (pp. 315-327). New York:
Macmillan.
Yamasaki, T. (1998). The Comparison of the Class Visit to the School Library between the U.S. and Japan. Itoshima High School, Japan.
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2005-07-21公開。
  • 同意授權瀏覽/列印電子全文服務,於2005-07-21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