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Title:	台灣高中生在閱讀不同文體時閱讀策略之使用 A Study on Taiwanese Senior High School Students’ Use of Reading Strategies Across Text Types
Authors:	謝玖吟 Hsieh, Chiu-Yin
Contributors:	余明忠 Yu, Ming-Chung 謝玖吟 Hsieh, Chiu-Yin
Keywords:	閱讀策略文體以英語為外語之學習者 Reading strategy Text type EFL learners
Date:	2021
Issue Date:	2021-08-04 16:23:57 (UTC+8)
Abstract:	本研究旨在瞭解不同文體對台灣高中生閱讀策略使用之影響。特別是閱讀不同文體時閱讀策略之使用程度、差異性以及相關性。本研究的研究對象為六十七位新北市某高中高三學生。研究工具包含十篇閱讀文章以及五份閱讀策略問卷。閱讀文章涵蓋五種文體，包含敘述文、流程文、說明文、論說文及敘事文，每種文體分別涵括兩種子文體。實驗中，研究對象需讀完兩篇相同文體的文章，緊接著回答閱讀策略問卷。資料分析方式包括描述統計以及推論統計。本研究結果顯示，整體而言，學生不論閱讀任何文體都使用相似的閱讀策略，且使用頻率高。然而，閱讀策略的三大類中，學生最常使用的閱讀策略是問題解決策略，接者是整體性策略及支持性閱讀策略。雖然閱讀策略之使用整體呈現高度一致性，但仍可觀察到些許差異。其中，學生閱讀敘述文時，整體性閱讀策略之使用頻率略為其他文體低。此外，學生閱讀敘述文及敘事文時，其中一個整體性策略亦有顯著差異。最終，根據以上研究結果，本研究提出相關的教學建議，並說明本研究之限制，作為未來相關研究之參考。 The purpose of the present study is to probe into Taiwanese senior high school students’ use of reading strategies when they read different types of text. Specifically, the researcher investigated the extents, differences, and correlations of reading strategies applied when the students approached five different types of text (i.e., narrative, procedural, expository, persuasive, and recount texts).Sixty-seven 12th graders from New Taipei City participated in the study. The instruments of the study included ten reading texts and a modified Survey of Reading Strategy (SORS) (Mokhtari & Sheorey, 2002). The five types of texts were selected and each type included two subgenres of reading texts. In each reading task, the participants read two texts of the same genre and then immediately responded to the SORS. In the end, five questionnaires for different text types from each participant were collected and analyzed. Both descriptive and inferential statistics were adopted to analyze the data collected.The findingseveal that Taiwanese senior high school students applied overall reading strategies consistently to a high extent across text types. In addition, among the three main categories of reading strategies, the problem-solving reading strategy was used most frequently, followed by global and support reading strategies across text types. Despite the uniformity, some inconsistencies were observed. First, students applied global reading strategies at a lower frequency when reading narrative texts than when reading other genres. The finding also suggests that one of the global reading strategies was used significantly more when the students read recount texts than when they read narrative texts. Based on the findings of the present study, pedagogical implications, limitations, and suggestions for future studies are also presented in this study.
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Description:	碩士國立政治大學英語教學碩士在職專班 106951004
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0106951004
Data Type:	thesis
DOI:	10.6814/NCCU202100940
Appears in Collections:	[Department of English] Theses

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