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    題名: 高中生於學測篇章結構題型作答策略之個案分析
    A Case Study on Senior High School Students’ Strategies of Tackling Discourse Structure Test in GSAT
    作者: 黃育翎
    Huang, Yu-Ling
    貢獻者: 尤雪瑛
    黃育翎
    Huang, Yu-Ling
    關鍵詞: 學測英文
    篇章結構
    策略使用
    考試技巧
    後設認知策略
    閱讀策略
    GSAT English
    Discourse Structure test
    Strategy use
    Test-taking strategy
    Metacognitive strategy
    Reading strategy
    日期: 2023
    上傳時間: 2023-08-02 14:01:52 (UTC+8)
    摘要: 本研究旨在探討高中生在學測篇章結構題型的作答策略。為了達成此目的，本研究採用個案研究方法，以探討學生在解題過程中的表現。研究過程中，招募了三名來自北部三個不同學校的高三學生，其語言能力分別為低、中及高級。受試者分別參與兩階段的資料蒐集過程，第一階段為線上訪談，由受試者分享他們過往回答篇章結構的學習經驗；第二階段中，受試者則須完成兩份篇章結構試題，隨後填寫困難檢核表並參與半結構化訪談，以瞭解他們在回答篇章結構題目時所採用的策略。

    結果顯示了三個重要的發現：首先，這三位學生在準備作答篇章結構題目方面並未獲得太多的教導和練習，在有限的教學中，最常涉及局部閱讀策略。其次，三位學生各自展現出不同的策略偏好，低程度學生傾向採用考試技巧和局部閱讀策略，而中、高程度學生則傾向於結合多種後設認知策略，以及局部和整體閱讀策略。最後，根據學生的評論，他們更容易理解那些主題熟悉且文意發展清晰的文章，豐富的上下文線索也有助於他們作答篇章結構試題。研究結果顯示，英語教師應為學生提供多樣化的策略資源，以應答篇章結構題目。
    The current study investigates senior high school students’ strategies of tackling DS test in the GSAT English. To fulfill this aim, a case study approach was employed to explore the problem-solving process of the students. The research recruited three Grade 12 students from three different schools, located in northern region of Taiwan. The participants were at different proficiency levels of low, average, and upper. They were required to take part in two parts of the data collection procedure. The first part included an online interview regarding their prior learning experience. The second part contained two DS tests for the participants to complete, followed by difficulty checklists and semi-structured interviews, to elicit the strategies they have used during the process of responding to DS tests.

    The results reveal three major themes. First, the three students report that they do not receive much instruction on the preparation of answering the DS test. Among the limited instruction, local reading strategies are addressed most often. Second, the students demonstrate different preferences for strategy use. Particularly, the student of low proficiency level tends to adopt test-taking strategies and local reading strategies, while the students of average and upper proficiency levels incline to combine a variety of metacognitive as well as local and global reading strategies. Third, according to the students’ comments, the passage with a familiar topic and clear text patterns is easier to comprehend, and rich context clues also help them to solve the DS items. The findings suggest that English teachers should provide students with diverse resources of strategy use to solve the DS test.
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    描述: 碩士
    國立政治大學
    英國語文學系
    110551007
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0110551007
    資料類型: thesis
    顯示於類別:[英國語文學系] 學位論文

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