English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113303/144284 (79%)
Visitors : 50794411      Online Users : 670
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/60028


    Title: 不同教學模式對於台中市國中生的聽力及閱讀理解之研究
    A study of the effects of different teaching modes on junior high school students` listening and reading comprehension
    Authors: 張心瑜
    Contributors: 許炳煌
    張心瑜
    Keywords: 聽力
    閱讀
    教學模式
    教學輔助
    英語學習雜誌
    listening
    reading
    teaching modes
    pre-activities
    English learning magazines
    Date: 2010
    Issue Date: 2013-09-04 14:55:58 (UTC+8)
    Abstract: 本論文探討三種不同的教學模式對於92位較低成就的國中學生的聽力及閱讀理解的影響,採取量化及質性並行的研究。實驗的自變項為三種事前教學輔助,分別為:一、獨立回答學習單的問題;二、老師給予單字及背景知識的教學;三、學生分成小組回答問題,而依變項為學生在聽力及閱讀理解測驗所得的成績。本實驗除了以聽力及閱讀理解測驗驗證事前教學模式的功效,也以學習態度問卷收集相關的資料。教學流程為學生接受15分鐘的教學輔助,然後收聽30分鐘英語學習雜誌,學生接受10次教學,實驗進行十週。實驗結果發現三組學生經歷不同教學模式後,他們的閱讀成績有顯著的差異,其中「學生分成小組回答問題」對閱讀能力幫助最大,而「獨立回答學習單的問題」優於「老師給予單字及背景知識的教學」。另外,「學生分成小組回答問題」能有效提昇聽力及閱讀成績,「學生獨立回答學習單的問題」也對學生的聽力及閱讀有幫助,但未達顯著水準。本研究建議老師在教學前,將學生分為小組討論並回答學習內容相關的問題,以提升學生的學習及理解力。
    The present study aimed to examine the effects of three different kinds of teaching modes on the listening and reading comprehension of 92 less-proficient junior high school students in Taiwan. Comprehension tests and questionnaires were employed to collect related data, which were analyzed quantitatively and qualitatively. The independent variables were the three different kinds of teaching modes; the dependent variables were students’ scores on the listening and reading comprehension tests. There were three experimental classes learned in three kinds of modes for 15 minutes before they listened to a 30-minute English learning magazine’s teaching program. One class read a worksheet and finished the tasks on their own. Another received vocabulary and background knowledge instruction from the researcher. The other class discussed in small groups and answered pre-questions. The experiment took 10 class periods in 10 consecutive weeks. The results are found that the teaching mode including a) studying the handouts and completing the tasks in the individual mode, and b) small group discussion to answer pre-questions are beneficial to lower-proficient EFL junior high school students’ listening and reading comprehension. The latter pre-activity exalted reading comprehension to a significant level, and it also contributed to significant improvement in both listening and reading comprehension. However, receiving vocabulary and background knowledge instructions in a teacher-centered class did not effectively facilitate the participants’ performance. To sum up, the results showed that teachers could ask students to have small group discussion on pre-questions of extra-curriculum learning materials in regular class periods to enhance their listening and reading comprehension.
    Reference: Abraham, P. (2000). Skilled reading: Top-down, bottom-up. Field Notes, 10(2), 6-8.
    Alderson, J. C. (1996). The testing of reading. In C. Nuttall (Ed.), Teaching Reading Skills in a Foreign Language (pp. 212-227). Oxford: Macmillan Education.
    American Council on the Teaching of Foreign Languages (1986). ACTFL Proficiency Guidelines. Hatings-on-Hudson, NY: ACTFL.
    Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
    Anderson, N. (1999). Exploring Second Language Reading. Boston, MA: Heinle & Heinle.
    Antonacci, P. A. (1991). Students search for meaning in the text through semantic mapping. Social Education, 55, 174-175.
    Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. NY: Grune & Stratton.
    Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. NY: Holt, Rinehart, and Winston.
    Barlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press.
    Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press.
    Bejarnao, Y. (1987). A cooperative small-group methodology in the language classroom. TESOL Quarterly, 21(3), 483-504.
    Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania,78(2), 316-329.
    Bonk, W. J. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.
    Brougham, D. (Ed.) (2010, November). Let’s Talk in English. Taipei, Taiwan: Studio Classroom.
    Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge, England: Cambridge University Press.
    Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd edition). NY: Addison Wesley Longman.
    Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. NY: Longman.
    Buck, G. (2001). Assessing Listening. Cambridge, England: Cambridge University Press.
    Call, M. E. (1985). Auditory short-term memory, listening comprehension, and the input hypothesis. TESOL Quarterly, 19(4), 765-781.
    Carrell, P. L. & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-574.
    Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
    Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Boston, MA: Heinle & Heinle.
    Chang, A. C. –S. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35, 534-550.
    Chang, A. C. –S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397.
    Chang, C. L. (2008). A study on Taiwanese junior high school teachers` use of supplementary teaching materials. Master`s thesis, National Changhua University of Education, Changhua, Taiwan.
    Chen, H. –C. & Graves, M. F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stores. TESOL Quarterly, 29(4), 663-686.
    Chen, R.-T. (2008). Effects of the English-learning magazine on listening and reading performances of high and low English achievers in junior high school. Master`s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Chen, S. -C. (2005) The effects of test question preview on junior high school students’ English listening comprehension: A case study. Master’s thesis, National Chengchi University, Taipei, Taiwan.
    Cheung, A. & Slavin, R. E. (2005). Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal, 29(2), 241-267.
    Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.
    Debat, E. V. (2006). Applying current approaches to the teaching of reading. English Teaching Forum, 1, 8-15.
    Devine, T. G. (1986). Teaching Reading Comprehension: From Theory to Practice. MA: Allyn and Bacon, Inc.
    Field, J. (2004). An insight into listeners’ problems: Too much bottom-up or too much top? System, 32(3), 363-377.
    Goh, C. C. M. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 127-147.


    Goodman, K. S. (1968). The psycholinguistic nature of the reading process. In K. S. Goodman (Ed.), The Psycholinguistic Nature of the Reading Process (pp. 13-26). Detroit: Wayne State University.
    Grabe, W. (1988). Reassessing the term “interactive.” In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 56-70). NY: Cambridge University Press.
    Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
    Hadley, A. O. (2001). Teaching Language in Context. Boston, MA: Heinle & Heinle.
    Hawes, K. S. (2002). What is reading comprehension? Three points of view. NADA Selected Conference Papers, 8, 30-34.
    Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
    Howe, E. B. (2000). The relationship between listening comprehension and reading comprehension: Implications for reading aloud and learning. In E. B. Howe (Ed.), Information Literacy: Key to the Future (pp. 57-73). Queensland, Australia: International Association of School Librarianship.
    Huang, C. Y. (2005). The effect of English learning magazines on listening and reading abilities of vocational high school EFL students. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Huang, S. –Y. (2005). The role of pre-reading activities on the reading comprehension of young EFL learners. Master’s thesis, Fu Jen University, Taipei, Taiwan.
    Johnson, P. (1982). Effects on reading comprehension o building background knowledge. TESOL Quarterly, 16(4), 503-516.
    Kang, L. (2009). The effects of two enhanced pre-listening supports on Taiwanese junior high students’ listening comprehension: background knowledge pre-instruction versus vocabulary pre-teaching. Master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Ke, P. R. (2008). Effects of an English magazine on the reading competence of national Yuan-Li senior high school students. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Laufer, B. & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30.
    Law, Y, -K. (2008). Effects of cooperative learning on second graders’ learning from text. Educational Psychology, 28(5), 567-582.
    Lazar, G. (1993). Literature and Language Teaching. Cambridge, England: Cambridge University Press.
    Li, Y, -J. (2008). The effects of different types of listening support on the listening performance of elementary school Students: A study of Chang-Shing elementary school. Master’s thesis, National Pingtung University of Education, Pingtung, Taiwan.
    Lin, S, -H. (2000). A study of English listening comprehension strategies used by senior high school students in Taiwan. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Lin, S. –Y. (2006). The learning strategies and learner autonomy of junior high EFL students in the use of English learning magazines. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.

    Lin, W. –C. (2007). The effects of pre-reading questions and previewing on EFL Taiwanese senior high school students’ reading comprehension on American short stories. Master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Long, D. R. (1987). Listening comprehension: Need and Neglect. Hispania, 70(4), 921-928.
    Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective. The Modern Language Journal, 73(1), 32-40.
    Long, M. H. & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228.
    Lund, R. J. (1990). A taxonomy for teaching second language listening. Foreign Language Annals, 23(2), 105-115.
    Margosein, C. M., Pascarella, E. T., & Pflaum, S. W. (1982). The effects of instruction using semantic mapping on vocabulary and comprehension. The Journal of Early Adolescence, 2(2), 185-194.
    McDaniel, M. A., & Pressley, M. (1989). Keyword and context instruction of new vocabulary meanings: Effects on text comprehension and memory. Journal of Educational Psychology, 81, 204-213.
    McDonough, S. H. (1995). Strategy and Skill in Learning a Foreign Language. London: Edward Arnold.
    Ministry of Education (MOE). (2008). General guidelines of grade 1-9 curriculum of elementary and junior high school education. Taipei, Taiwan: Author.
    Nation, P. & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 6-19). Cambridge, England: Cambridge University Press.
    Nunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.
    Nuttall, C. (2005). Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Education.
    O’Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
    Pan, C, -C. (2003). The effects of pre-reading questions and test question preview on senior high EFL students’ reading comprehension. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Park, G. -P. (2004). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals, 37(3), 448-458.
    Pica, T., Lincoln-Porter, F., Paninso, D. & Linnel J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30(1), 59-84.
    Reutzel, D. R. (1985). Reconciling schema theory and the basal reading lesson. The Reading Teacher, 39(2), 194-198.
    Richardson, J. S., & Morgan, R. F. (1990). Reading to Learn in the Content Areas. Belmont, California: Wadsworth, Inc.
    Roe, B. D., Smith, S. H., & Burns, P. C. (2005). Teaching Reading in Today’s Elementary Schools. Boston: Houghton Mifflin Co.
    Rost, M. (2002). Teaching and Researching Listening. London: Longman.
    Sachs, G. T., Candlin, C. N., Rose, K. R., & Shum, S. (2003). Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal, 34(3), 338-369.
    Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179-189.
    Shaaban, K. & Ghaith, G. (2005). The theoretical relevance and efficacy of using cooperative learning in the ESL/EFL classroom. TESOL Reporter, 38(2), 14-28.
    Shang, H. F. (2008). Listening strategy use and linguistic patterns in listening comprehension by EFL learners. The International Journal of Listening, 22, 29-45.
    Siegel, C. (2005). Implementing a research-based model of cooperative learning. Journal of Educational Research, 98(6), 339-349.
    Smith, F. (1994). Understanding Reading. Hillsdale, NJ: Lawrence Erlbaum.
    Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
    Teichert, H. U. (1996). A comparative study using illustrations, brainstorming, and questions as advance organizers in intermediate college German conversation classes. The Modern Language Journal, 80(4), 509-517.
    Tsui, A., & Fullilove, J. (1998). Bottom-up or top-down processing as a discriminator of L2 listening performance. Applied Linguistics, 19(4), 432-451.
    Underwood, M. (1989). Teaching Listening. NY: Longman.
    Ur, P. (1984). Teaching Listening Comprehension. NY: Cambridge University Press.
    Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
    Webb, S. A. (2009). The effects of pre-learning vocabulary on reading comprehension and writing. The Canadian Modern Language Review, 65(3). 441-470.
    Wu, S. H. (2005). Senior high school English teachers` reflections on English supplementary materials and their usage in central Taiwan. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Xu, F. (2008). Listening comprehension in EFL teaching. US-China Foreign Language, 6(1), 21-29.
    Yang, C. Y. (2009). The effectiveness of pre-listening activities on listening comprehension in elementary English teaching. Master’s thesis, National Chengchi University, Taipei, Taiwan.
    Yang, S. –C. (2005). A study on the effects of pre-listening activities on EFL senior high school students’ listening comprehension. Master`s thesis, National Changhua University of Education, Changhua, Taiwan.
    Yeh, C. -H. (2006). Comparisons of language difficulties and contents of English learning magazines used in vocational high schools in central Taiwan. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Zaid, M. A. (1995). Semantic mapping: In communicative language teaching. English Teaching Forum, 33(3), 6-11.
    Description: 碩士
    國立政治大學
    英語教學碩士在職專班
    97951005
    99
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0097951005
    Data Type: thesis
    Appears in Collections:[英語教學碩士在職專班] 學位論文

    Files in This Item:

    File SizeFormat
    100501.pdf63954KbAdobe PDF21148View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback