對於許多以英語為外語（EFL）或英語為第二語言（ESL）的學
生而言，閱讀是他們主要學習目標，也將或許是學生最需要的語言
技能。在世界各地中，閱讀已成為ESL / EFL 課堂中最強調的技能
之一，而在台灣亦是如此。然而，台灣的測驗式教育系統環境中以
重複演練的聽說教學為其主要教學法。許多台灣的ESL / EFL 課堂
中仍著重於文法與句型結構測驗導向的教育，雖目前現行教育系統
已達些許成就，然而依舊缺乏了針對字彙教學與閱讀的適當教學模
式且通常也無法建立起學生對於學習ESL/EFL 的內在動機。而為了
提升台灣學生的英語閱讀能力，EFL 教師需要發展出能運用在教學
且其閱讀教材是具效率、影響力也能符合學生能力與興趣的英語教
學課程。目前也已有大量研究證實廣泛閱讀與自由閱讀對於學習者
是具增進其閱讀能力之效益研究。本研究主要目的在探討廣泛閱讀
是否能提升學生閱讀程度、閱讀速度、閱讀認知與提升其英語能力
能有正面影響之質性與量化研究。本研究參與者為非主修英語且非
透過聽說教學法而是透過溝通式英語教學法之台灣排名中等大學之
大四生，透過參與每週廣泛閱讀、研究前與研究後測量之廣泛閱讀
計畫達三個月。藉由參與者每週閱讀分級英語讀物、填寫研究前後
之問卷調查與訪談作為分析研究。分析統計結果顯示，學生在閱讀
程度與閱讀認知上有顯著性之提升，然而，在閱讀速度上則無。本
研究結果顯示廣泛閱讀可以提供聽說教學教法另一方案來增進學習
者在英語閱讀與認知之發展。

For many English as a foreign language (EFL) or English as a second language (ESL) students, reading is their main learning goal and may be the most important language skill they will need.  Throughout the world, reading has become one of the most emphasized skills in the EFL/ESL classrooms and this is also true in Taiwan.  Although the current education system is achieving some success, it is lacking appropriate models for teaching vocabulary and reading and is generally not building students’ internal motivation towards learning ESL/ELF.  In order to better enhance students’ reading abilities, EFL teachers need to develop teaching programs that apply teaching approaches, methodologies, and reading materials that are effective and match the students’ abilities and interests.  Today there is also an enormous amount of research promoting the effectiveness of both extensive reading (ER) and free reading towards increasing learners’ reading abilities.  This study is both qualitative and quantitative and its main purpose was to investigate whether or not ER would demonstrate a positive effect on enhancing students’ reading levels, reading speeds, and perceptions of English reading and their own English abilities.  This 12 week study took place at a middle ranked Taiwanese university using forth year non-English major EFL students as its participants and used a communicative language teaching approach (CLT) instead of the widely used ALM.  A weekly treatment of ER was provided using graded reader books and participant assessments were taken before and after the study.   Interviews were also conducted throughout the study.  After a thorough statistical analysis, the findings indicated significant gains in both reading levels and students’ perceptions.  However, there were some, but not significant gains measured in reading speed.  This study suggests that ER can provide an alternative approach to the ALM towards improving learners’ reading development and perceptions towards English.

Table of contents:

Chapter One Introduction to the Study....................1
Background...............................................1
Statement of the problem.................................7
Purpose of the Study.....................................8
Research Questions.......................................8
Hypotheses...............................................9
Assumptions..............................................9
Limitations..............................................10
Delimitations............................................11
Definition of Key Terms..................................11
Significance of the Study................................12
Chapter Summary..........................................13

Chapter Two Review of the Related Literature.............14
The Constructivist Model.................................15
Schema Theory and Reading................................16
Models of Reading........................................17
Bottom-Up Models of Reading..............................17
Top-down Models of Reading...............................19
Interactive Models of Reading............................20
Krashen’s Input Hypothesis...............................21
Krashen’s Reading Hypothesis.............................24
Free Voluntary Reading...................................25
Role of Vocabulary Knowledge in L2 Reading...............29
Vocabulary Size and L2 Reading...........................29
Learning using Context Clues.............................31
Vocabulary Learning from Context.........................31
Vocabulary Learning from Context in Second Language......36
Characteristics of Unknown Words and Context.............39
The Density of Unknown Words.............................40
The Frequency of Unknown Words...........................41
First Language Studies...................................41
Second Language Studies..................................42
Extensive Reading........................................43
ER and L1……………………………………………………………………….47
ER and L2……………………………………………………………………….47
Additional Benefits and Effects of Extensive Reading…………………………50
ER and Developing Vocabulary Knowledge……………………………51
Extensive Reading: Learners Perceptions, Positive Attitudes,…….……52
Self Efficacy,and Motivation
Extensive Reading and Reading Speed…………………………………55
Proper Reading Materials…………………….……………………...………………….58
Graded Readers………………………………………...……………………….58
Chapter Summary…………………………..…………………………………………...64
Chapter Three Methodology………………………...…………………………………………66
Design…………………………………………………………………………………..66
Setting…………………………………………………………………………..66
Participants……………………………………………………………………..70
Reading Materials………………………………………………………………71
Description of intervention……………………………………………………..74
Elaboration of the intervention…………………………………………………75
Tentative schedule of the study and intervention.........80
Data Collection…………………………………………………...…………………….83
Instruments……………………………………………...……………………...83
Graded reader reading level placement tests..............83
Reading Speed Tests…………………………………...……………………….86
Interview………………………………………………......…………………...88
Classroom Observation and Teacher Record Sheet...........88
Graded Reader Record Sheet……………………………..……………………90
Pre-study Survey…………………………………………...…………………..91
Post Study Survey…………………………………………...…………………91
Analysis of the Data………………………………………...………………….92
Chapter Summary…………………………………………………...…………………92

Chapter Four Results……………………………………………….………………94
Reading Level and Reading Speed Tests………………………………94
Survey Results……………………………………………..…………………………..97
Teacher Observations…………………………………….…………………………..101
Student Reading Record Sheets……………………………………………………...103
Teacher-student Interviews…………………………………………………………..104
Chapter Summary………………………………………….…………………………107

Chapter Five Discussion and Conclusions................108
Summary of Main Results………………………………...………………………….109
Discussion…………………………………………………………………………….113
Conclusions…………………………………………………………………………...119
Pedagogical Recommendations……………………………………121
Suggestions for Further Study………………………………………………………..122
Chapter Summary………………………………………….………………………….124

Appendix………………………………………………………………125

References…………………………………………………………147

List of Tables
Table 1 Pre and post study mean scores for reading and speed tests……………………..95
Table 2 ANCOVA results for reading speed……………………………………………..97
Table 3 Pre and post study survey questions……………………………………………..98
Table 4 T-test results for treatment group’s survey questions ……………………………99
Table 5 T-test results for control group’s survey questions……………………………..100
Table 6 Post study survey questions for treatment group……………………………….100
Table 7 Mean scores for the post study survey questions for treatment group………….101
Table 8 Mean scores for teacher observations and student reading record sheets………102

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