English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 111300/142216 (78%)
造訪人次 : 48333040      線上人數 : 615
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/101892


    題名: 學生英文能力及性別差異對合作閱讀策略教學成效之影響
    其他題名: Effects of English Proficiency and Gender on Collaborative Strategic Reading
    作者: 陳美貞;林慧雯
    Chen, Mei-chen;Lin, Hui-wen
    關鍵詞: 閱讀策略;合作閱讀策略教學法;文法翻譯教學法;英文能力;性別差異;合作學習
    reading strategies;Collaborative Strategic Reading (CSR);Grammar Translation Method (GTM);English proficiency;gender;Cooperative Learning (CL)
    日期: 2009-01
    上傳時間: 2016-09-10 14:06:44 (UTC+8)
    摘要: 合作閱讀策略教學 (Collaborative Strategic Reading) 建構於合作學習
    Collaborative Strategic Reading (CSR) incorporates four reading strategies underlying the framework of cooperative learning and reciprocal teaching. To date, little research on CSR has been documented, particularly, in the EFL context; the effect of this instructional strategy in EFL reading is still undetermined. The study aimed to probe the effect of CSR on student reading comprehension of expository texts in contrast to the conventional Grammar Translation Method (GTM). English proficiency and gender effects on the two approaches were further examined. The study incorporated a static-group comparison design with additional post-experimental interviews to validate the results. Two intact classes of 78 eighth graders were randomly assigned to the CSR instruction and the GTM instruction. The two groups received the instruction for six periods of class over a course of two weeks. An assessment test followed by individual interviews was administered after the instruction. Important results were produced: (a) the CSR group significantly outperformed the GTM group; (b) CSR low-achievers performed significantly better than GTM low-achievers; low-achieving students benefited more from CSR instruction; (c) no CSR instructional superiority was found in high- or mid-achieving students; (d) male learners with CSR instruction significantly outperformed their male counterparts with conventional GTM instruction; males benefited more from CSR instruction; (e) no CSR instructional superiority was found in female learners; (f) all of the low-achievers (100%) being interviewed reported preference over CSR in comparison with lower motivation in the high-achievers (75%) and mid-achievers (50%); particularly, 100% of the males reported positive attitudes toward this instruction in contrast to the relatively lower percentage in females (50%) on the CSR preference. Pedagogical implications and suggestions for further research were provided to conclude the study.
    關聯: 外國語文研究, 9, 110-134
    Foreign language studies
    資料類型: article
    顯示於類別:[外國語文研究] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    09(p110-134).pdf186KbAdobe PDF2264檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    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 ©   - 回饋