字組也可稱為短句，透過把句子分割成數個細小的區塊，來突出表示句子當中的重點想法或詞彙，讓聽眾更容易理解句子的重點，這種技巧也經常應用在演講者或作家當中。在英語學習中，卻甚少使用字組作為教學方法。本研究透過電子書作為載體，聽讀同步作為呈現形式，讓學生能閱讀文章時自然地把字組的相關概念融入於學習中。本研究以一個國民中學40名學生作為研究對象，以聽讀同步電子書作為實驗工具，透過準實驗法，觀察學生在實驗前後在英語的聽力、閱讀和字組能力三個方面有沒有進步。研究結果發現，使用聽讀同步電子書進行學習，對學生在閱讀能力和字組能力上有顯著進步。基於這項研究，我們可以透過利用聽讀同步電子書提供學生不同的學習體驗，考慮學生的需求，推廣該電子書作為中學教學現場的教材用具。

The concept of thought groups in a language refers to as short chunks in a sentence that can splits a complete and long sentence into small blocks to highlight key ideas or words. This skill is often used by native speakers or writers to facilitate listeners’ comprehension of the key points of sentences. 

However, the skill of using thought groups in talking and reading is rarely practiced in our English learning. This study enables students to naturally incorporate the concept of thought group into their English learning through reading-while-listening (RWL) e-books.

In this study, 40 students from a junior high school were recruited as participants and RWL e-books were used as experimental tools. These participants’ listening, reading and the concept of thought group in English were observed before and after the experiment through quasi-experimental methods to determine if they have significant improvement in reading comprehension, fluency, and phrasing.

The study found that the use of RWL e-books for learning significantly contributed to the students’ progress in reading comprehension and phrasing skill. Based on this study, we can promote the e-book as a teaching tool for secondary school teaching sites by providing students with different learning experiences and taking into account the needs of students.

目錄
第一章    緒論	- 1 -
第一節 研究背景與動機	- 1 -
第二節   研究目的	- 2 -
第三節 研究限制	- 2 -
第四節  名詞釋義	- 3 -
第二章 文獻探討	- 4 -
第一節  有聲電子書	- 4 -
第二節  聽讀同步 (Reading while listening)	- 9 -
第三節  字組與閱讀流暢及閱讀理解的關係	- 12 -
第三章 研究方法	- 17 -
第一節 研究架構	- 17 -
第二節 研究方法	- 18 -
第三節 研究步驟	- 19 -
第四節 研究對象與研究工具	- 20 -
第五節 實驗設計	- 27 -
第四章 研究結果與分析	- 29 -
第一節 實驗背景說明	- 29 -
第二節 聽讀同步對閱讀理解之影響分析	- 29 -
第三節 聽讀同步口語流暢之影響分析	- 30 -
第四節 不同性別學習者之差異分析	- 31 -
第五節 字組能力分析	- 33 -
第六節 不同學習程度之學生在學習成效上之差異	- 33 - 
第七節 字組與閱讀理解之間的相關性分析	- 37 -
第八節 問卷分析	- 38 -
第五章 總結與建議	- 42 -
第一節 研究限制	- 42 -
第二節 結論	- 43 -
第三節 建議	- 43 -
參考文獻︰	- 45 -
附錄 學習回饋問卷	- 50 -

表目錄
表 2 1與有聲書相關的研究表	- 7 -
表 2 2與聽讀同步有關之研究	- 11 -
表 2 3字組語法技巧	- 13 -
表 2 4閱讀流暢評分標準	- 14 -
表 2 5朗讀流暢度分級	- 15 -
表 2 6英語分句評分表	- 16 -
表 3 1問卷信度分析	- 26 -
表 4 1閱讀理解統資料	- 29 -
表 4 2閱讀理解成對樣本T檢定	- 29 -
表 4 3口語流暢之統計資料	- 30 -
表 4 4口語流暢之成對樣本T檢定	- 30 -
表 4 5口語準確率統計資料	- 30 -
表 4 6口語準確率成對樣本T檢定	- 31 -
表 4 7不同性別間閱讀理解統計資料	- 31 -
表 4 8不同性別間閱讀理解之後測分析	- 31 -
表 4 9不同性別間朗讀流暢前後測統計資料	- 32 -
表 4 10不同性別間朗讀流暢前後測獨立樣本T檢定	- 32 -
表 4 11字組能力統計資料	- 33 -
表 4 12字組能力成對樣本T檢定	- 33 -
表 4 13學習成效組內回歸同質數檢定	- 34 -
表 4 14高低分組的學習成效誤差變異量的 LEVENE 檢定	- 34 -
表 4 15高低分組之共變數分析摘要表	- 34 -
表 4 16高低分組前後測閱讀理解成對樣本T檢定	- 35 -
表 4 17高低分組前後測朗讀流暢成對樣本T檢定	- 35 -
表 4 18高低分組前後測口語準確率成對樣本T檢定	- 36 -
表 4 19高低分組前後測字組成績成對樣本T檢定	- 36 -
表 4 20閱讀理解與字組之相關分析	- 37 -
表 4 21問卷調查統計表	- 38 -

圖目錄
圖 2 1閱讀正確率	- 15 -
圖 3 1研究架構圖	- 18 -
圖 3 2研究流程圖	- 20 -
圖 3 3電子書製作流程圖	- 21 -
圖 3 4以<SPAM>為要發音的內文劃分區塊	- 22 -
圖 3 5 XHTML內的CSS樣式表	- 22 -
圖 3 6使用SMIL檔案配對語音檔案和文字檔案	- 23 -
圖 3 7用AUDACITY顯示MP3檔案的音波	- 23 -
圖 3 8在OPF檔案中把SMIL檔與XTHML內頁檔做連結	- 24 -
圖 3 9電子書實際運行	- 24 -
圖 3 10實驗流程圖	- 27 –

方程式目錄
方程式3- 1	- 26 -
方程式3- 2	- 27 -

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