概念構圖對高中生閱讀理解之影響｜國立臺灣科技大學博碩士論文系統

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研究生：	康玉卿 Yu-Ching Kang
論文名稱：	概念構圖對高中生閱讀理解之影響 The Effects of Concept Mapping on EFL High School Students' Reading Comprehension
指導教授：	謝育芬 Yu-Fen Hsieh
口試委員:	林茂松 Mao-Sung Lin 駱藝瑄 Yi-Hsuan Lo
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2020
畢業學年度：	108
語文別：	英文
論文頁數：	100
中文關鍵詞：	概念圖、閱讀理解、英文為第二外語之學生
外文關鍵詞：	concept map, reading comprehension, EFL students
相關次數：	點閱：355 下載：2
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摘要

本研究旨在探究概念圖作為閱讀策略對於英文閱讀能力的影響。研究中使用前測、指導及後測的設計來探討以下三個問題： (1) 概念圖對以英文為第二外語的學生閱讀能力的影響、(2) 概念圖對高、中、低成就的學生分別的影響 (3) 學生對於概念圖的指導及應用的態度。受測者為八十五位某女子高級中學十一年級生，依前測結果所呈現之學生英文能力分為高、中、低三組，所有學生皆由同一位老師用相同方式指導，瞭解及學習繪製概念圖的方法，整個實驗過程為期五個月，其中一個月為密集指導，之後的四個月為間歇性的練習。
為了探究問題答案，研究中使用了三種工具:兩份正式的全民英檢中級測驗作為前測及後測、一份結構性問卷及一份開放式問卷；前兩者由全體受測者作答，開放式問卷則由其中的二十位受測者答覆。此問卷最後用成對樣本t 檢定 (paired-samples t-tests) 來進行數據分析，而學生在開放性問卷中的答覆，則用質性研究方法進行分析。
研究結果發現,前、後測統計數據及問卷皆顯示概念圖對閱讀理解有正面的影響；然而其對高、中、低成就學生的影響大相逕庭；概念圖的確對高成就及中成就的學生有明顯的助益，但對低成就的學生影響卻極其有限;有關本研究的發現將在討論及結論章節中作進一步的說明。

關鍵字：概念圖；閱讀理解; 英文為第二外語之學生

ABSTRACT

The present study aimed to investigate the influence of concept mapping as a reading strategy on EFL learners' reading comprehension ability. The study utilized a pretest, instruction and posttest design to explore the following research questions: (1) the effects of EFL high school students’ reading comprehension, (2) the different effects of concept mapping as a reading strategy on EFL high school students with high-, medium-, and low-level of proficiency, (3) EFL students’ attitudes towards the concept map instruction and application. To do so, 85 eleventh graders in a girls’ high school were recruited and assigned to high-, medium- and low-achieving groups. Each group was instructed to construct concept map (CM) by the same instructor and with the same instruction. The whole experiment lasted for 5 months, one month for intensive training and four months for intermittent practice.
To explore the questions, 3 main instruments were adopted, consisting of (1) 2 official GEPT intermediate level tests serving as pre- and post-tests, (2) a post-treatment structured questionnaire to discover all participants’ attitudes towards CM instruction and (3) an open-ended questionnaire, responded by 20 out of 85 participants, to probe into respondents’ thoughts. The statistical data were analyzed by paired-samples t-tests, while the participants’ responses to the open-ended questionnaires were analyzed qualitatively.
The findings showed that both the statistical data from pre- and post-tests and responses to questionnaires suggested that CM had a positive impact on reading comprehension. However, the data showed the use of CM did not equally benefit students with all proficiency levels. CM did facilitate high- and medium-achievers to score higher but had little impact on low-achievers’ performance. The discussion and conclusion of the research are further presented with reference to the findings.

Keywords: concept map, reading comprehension, EFL students

TABLE OF CONTENTS
Abstract (English)…………………………….………………………… ……………i
Abstract (Chinese)…………………………….…………………………...…………iii
Acknowledgements…………………………………………………………………iv
Table of Contents……………………………………… …………………………… vi
List of Tables ............................................................................................................ viii
List of Figures............................................................................................................. ix
Chapter One Introduction ...................................................................................1
1.1  Background of the Study ...............................................................................1
1.2    Statement of the Problem ........................................................... .................5
1.3  Purpose of the Study ................................................................................. 6
1.4  Significance of the Study ............................................................................. 7
1.5  Outline of the Study ..................................................................................... 8
Chapter Two Literature Review ................................................................10
2.1  Theoretical Background....................................................................10
2.1.1 Constructivist Theory ....................................................................... 10
2.1.2 Assimilation Theory......................................................................  11
2.1.3 Meaningful Learning......................................................................... 12
2.1.4 Concept Map ………………………................................................ 13
2.2  Review of Previous Concept Map Studies................................................ 18
2.3  Summary of the Previous Studies & Research Gap.................................. 25
Chapter Three Methodology ........................................................................... 29
3.1  Research Design....................................................................................... 29
3.2  Participants .............................................................................................. 29
3.3  Instruments................................................................................................. 32
3.3.1  Pre- and post-treatment English Reading Comprehension Test.... 32
3.3.2  Teaching Materials....................................................................... 32
3.3.3  The Post-treatment Questionnaires............................................... 33
3.4 Procedure.................................................................................................. 34
3.4.1  Pre-treatment Reading Comprehension Test...................................36
3.4.2  Concept Map Instruction...........................................................36
3.4.3  Post-treatment Reading Comprehension Test..................................43
3.4.4  Questionnaire ……………......................................................43
3.5 Data Analysis……………..………………………………..…...……….44
Chapter Four Results…………..……………………………............................ 45
4.1 Results of the Reading Comprehension Tests………………..………..45
4.2 Results of the Questionnaires…………………………………………..47
4.2.1  Structured Questionnaire………………………………………….47
4.2.2  Open-ended Questionnaire……………………………………….52
Chapter Five Discussion and Conclusion………………………………………..62
5.1  Summary of the Study……………………………………………………62
5.2  Discussion of the Major Findings……………..………………………….63
5.3  Pedagogical Implications of the Study……………………………………68
5.4  Limitations of the Study and Suggestions………………………………..70
5.5  Conclusion………………………………………………………………..71
References…………………………………………………………………………72
Appendices………………………………………………………………...………81
Appendix 1 The Questionnaire on Students’ responses to Concept Mapping..82
Appendix 2 Open-ended Questionnaire………………………………………85
Appendix 3 Pre-treatment Reading Comprehension Test …………………..86
Appendix 4 Post-treatment Reading Comprehension Test …………………..94
LIST OF TABLES
Table 2.1  Findings of the Previous CM Studies…………........….…………….…26
Table 3.1  The Schedule and Content of the Instruction…………..…….…………37
Table 3.2  Data Analysis……….………...………..………...……………………..44
Table 4.1  Paired Samples T-tests Results of All Participants’ Pre- and Post-tests...45
Table 4.2  Descriptive Statistics of 3 Subgroups’ Pre-and Post-tests……………...46
Table 4.3  Descriptive Statistics of Responses to Questionnaire Part I….……...…48
Table 4.4  Descriptive Statistics of Responses to Questionnaire Part II………..…50
Table 4.5  Descriptive Statistics of Responses to Questionnaire Part III....……..…51




LIST OF FIGURES
Figure 1  CM that Shows the Features of CM …………………..………………...15
Figure 2  Experimental Procedures of the Study ...................................................... 35
Figure 3  PowerPoints Used for CM Instruction……………………………………41


                                

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全文公開日期 2022/01/14 (校內網路)
全文公開日期 2025/01/14 (校外網路)
全文公開日期 2025/01/14 (國家圖書館：臺灣博碩士論文系統)

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