前導組織對國中學生英文閱讀理解影響之研究｜國立臺灣科技大學博碩士論文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	張嘉凌 Chia-lin Chang
論文名稱：	前導組織對國中學生英文閱讀理解影響之研究 A Study of the Effects of Advance Organizers on EFL Reading Comprehension of Junior High School Students
指導教授：	鄧慧君 Huei-Chun Teng
口試委員:	王世平 Shih-Ping, Wang 吳秀麗 Hsiu-li Wu
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：	2010
畢業學年度：	99
語文別：	英文
論文頁數：	170
中文關鍵詞：	英文閱讀、前導組織
外文關鍵詞：	EFL reading, advance organizer
相關次數：	點閱：328 下載：6
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

本研究主要目的為探討前導組織對國中生英文閱讀理解之影響。主要探討問題包括 (1) 影片前導組織對於國中生英文閱讀理解是否有顯著影響? (2) 中英文對照文章前導組織對於國中生英文閱讀理解是否有顯著影響? (3) 程度好與程度較差的國中生接受前導組織後，英文閱讀理解是否有顯著差異? (4) 國中生對前導組織教學的觀感為何? 本研究受測對象為95位來自台灣北部某公立國中三個班的七年級學生。此三個班隨機分配為影片前導組織組與中英文對照文章前導組織組兩個實驗組，及一組不接受任何前導組織的控制組。在前導組織實驗前階段，所有學生先接受師德英語檢定第六級閱讀測驗以區分程度。兩個實驗組進行前導組織教學後隨即接受英文閱讀測驗，並於四次前導組織及閱讀測驗後，填寫問卷。實驗各組另依照性別及程度隨機挑選共12名學生參加訪談。控制組則直接進行閱讀測驗，且未填寫問卷或參加訪談。研究結果顯示，前導組織對於國中生英文閱讀理解有正面之幫助，相較於對照組，影片前導組織組與中英文對照文章前導組織組都有顯著之影響。兩實驗組之間以影片前導組織組較為有效，但其差異未達統計之顯著水準。此外，不同前導組織並沒有對各組程度好與程度較差的國中生的英文閱讀理解造成顯著之差異。然而，測驗分數顯示實驗組程度較差的學生表現比控制組所有程度的學生都好，推測前導組織提供的背景知識能彌補英文程度的不足，進而幫助閱讀理解。問卷及訪談結果則顯示，整體而言，國中生對前導組織都持肯定態度。兩個實驗組中，以影片前導組織組的學生對前導組織抱持較高比例的正面看法，認為影片前導組織有益於閱讀理解，此看法同時反應在實際之閱讀理解表現上。中英文對照文章前導組織組雖然較不受學生喜愛，但多數學生仍對前導組織抱持肯定態度。根據研究結果及討論，國中英語教師可於閱讀教學前，實施前導組織活動，特別是採用影片，引起動機與提升閱讀理解。最後，希望此研究結果，能對目前台灣國中英文閱讀教學現況，有更深入之了解及對實際教學有所裨益。

This study investigates the effects of advance organizers (AOs) on EFL reading comprehension of junior high school students in Taiwan. To address the issue, four research questions were proposed, including (1) Does video, an advance organizer, have significant effects on junior high school students’ EFL reading comprehension? (2) Does English-Chinese summary passage, an advance organizer, have significant effects on junior high school students’ EFL reading comprehension? (3) Are there any significant differences in EFL reading comprehension between proficient and less proficient readers in terms of advance organizers in reading instruction? (4) What are junior high school students’ perceptions of the use of advance organizers in EFL reading instruction? Ninety-five seventh graders from three different classes in a public junior high school in northern Taiwan were enrolled to be participants in the research. Based on the intact classes, two classes were randomly assigned to be the experimental groups and the third class the control group. One of the experimental groups received video AO treatment and the other had English-Chinese summary passage whereas the control one was advanced with nothing before taking the four sets of reading comprehension test. In the pre-experimental stage, the participants took a STYLE reading comprehension test for groupings of proficient and less proficient readers. After the advance organizer treatment and the reading comprehension test, a questionnaire was administered to the two experimental groups. An interview was also held among twelve randomly selected participants, six from each of the two treatment groups. Results indicated that advance organizers facilitated junior high school students’ EFL reading comprehension. Both the two AO groups exhibited significantly better tests scores than the control group on the reading comprehension test. Video AO group performed a little better than English-Chinese Summary Passage group, but the difference was not significant. Furthermore, no significant interaction was found between proficiency levels and AO intervention. However, higher scores of less proficient readers in both the experimental groups on the reading comprehension test than their counterparts and even the proficient students in the control group indicated that AO seemed to influence less proficient readers positively in providing background knowledge to compensate for their weak language ability. On the whole, participants held positive attitudes towards advance organizers in reading comprehension. Video AO was favored by more participants than English-Chinese Summary Passage AO. But both the AOs showed benefitting effects on junior high school EFL reading comprehension. The findings make some contributions on expanding the knowledge of AOs in reading comprehension, and provide insights for EFL reading instruction of junior high schools in Taiwan. Implications of the study are that junior high school English teachers can adopt advance organizers, videos, in particular, to motivate students and help them to comprehend reading materials more and better.

TABLE OF CONTENTS..……………………………..………….......... vi

LIST OF TABLES……………………………………………..………....ix

LIST OF FIGURES……………………………………………..………. xi

LISTS OF APPENDICES………………………………………………. xii

CHAPTER ONE INTRODUCTION………………………….…….… 1

	Background of the Study………………………………………………….……....1
    Purpose of the Study…………………………………………………….………...4
    Definition of Key Terms………………………………………………………...…4
    Significance of the Study……………………………………………………….....6

CHAPTER TWO LITERATURE REVIEW………………………..… 8

Process of Reading……………………………………………………………..….8
Characteristics of Proficient and Less Proficient Readers………………… .…....15
Effects of Advance Organizers…………………………………………….….….20
	  Written Advance Organizer………………………………………………..…...22
Visual Advance Organizer…………………………………………………...…23

CHAPTER THREE METHODOLOGY………………………..…. 27

	Participants…………………………………………………………………….....27
    Materials……………………………………………………………………….....28
Video Organizer…………………………………………………………..…28
English-Chinese Summary Passage Organizer…………………………..…31
Reading Comprehension Passage………………………………………......33
Instruments………………………………………………………………….…....36
STYLE Reading Comprehension Test………………………………….….....36
Reading Comprehension Test………………………………………….….....38
Questionnaire…………………………………………………………..…....39
Interview Guide…………………………………………………………...…40
Procedures………………………………………………………………………...40
Data Analysis…………………………………………………………………...…45

CHAPTER FOUR RESULTS………………………………..…..….… 47

Results of the Reading Comprehension Tests…………………………………......47
Results of the Questionnaire………………………………………………...….…51
Results of the Interviews……………………………………………………….….62

CHAPTER FIVE DISCUSSION AND CONCLUSION……….…….73

Summary of the Study…………………………………………………..………....73
Discussion of the Results………………………………………….……………...74
Implications of the Study………………………………………….…………..….80
Limitations of the Study…………………………………………….………..…...84
Suggestions for Future Study……………………………………….………….....86
Conclusion…………………………………………………….…….………..…...87

REFERENCES……………………………………………………..…..88

APPENDICES……………………………………………………….… 95

LIST OF TABLES

Table 3.1		Descriptions of the Participants …………………………………..….28
Table 3.2		Titles and Length of Video Organizer ………………………………..31
Table 3.3		Length of Summary Passage Organizer…………………………….....32
Table 3.4		Topics and Text Types of Reading Comprehension Passages………...34
Table 3.5		Length and Glossed Vocabulary of Reading
 Comprehension Passages………………………………………….…..36
Table 3.6		Explicit Schedule for the Three Groups……………………………….45
Table 4.1		Descriptive Statistics of Different Advance Organizer
(AO) Groups…………………………………………………….….….48
Table 4.2     Results of STYLE Test ………………………………………….…….49
Table 4.3		Descriptive Statistics of EFL Readers’ Tests Scores……………….…..50
Table 4.4 	Results of Two-Way ANOVA………………………………….…..…..50
Table 4.5 	Results of post-hoc Test………………………………………….….....51
Table 4.6 	Time Starting to Learn English………………………………….….…..52
Table 4.7		Perception of the Importance of Reading…………………………..…..52
Table 4.8 	Self-Evaluation of Reading Ability………………………………….....53
Table 4.9 	Ways of Instructive Reading Activities in Class…………………….…54
Table 4.10 	Ways of Self-training Reading Practices Out of Class…………..….…55
Table 4.11 	Perceived Degree of Familiarity with Reading Passages…………..….56
Table 4.12 	Perceived Degree of Reduced Nervousness with AOs…………….…..57
Table 4.13	Perceived Degree of Reading Confidence with AOs…………….….....57
Table 4.14 	Preference for AOs……………………………………………….….....58
Table 4.15 	Perception of Helpfulness of AOs………………………………..….....58
Table 4.16 	Perceived Functions of AOs…………………………..………….….....59
Table 4.17 	Perceived Degree of Comprehension without AOs…………..………...60
Table 4.18	Perceived Degree of Comprehension with AOs……………….….........59
Table 4.19 	Perceived Difficulty in Reading Comprehension with AOs…................60
Table 4.20 	Perception of Effectiveness of AOs………………………………….....61
Table 4.21 	Respondents’ Suggestions for AOs………………………………….....62
Table 4.22	 Profile of the Interviewees……………………...………………….....62

LIST OF FIGURES

Figure 1   The Just and Carpenter (1980) model of reading……………………….14
Figure 3.1  Procedures of the Study………………………………………………...42
Figure 3.1  Procedures of the Study (cont.)………………………………………....43

LISTS OF APPENDICES

Appendix A	Chinese Subtitle of Pitcher Plants……………………………………95
Appendix B	Chinese Subtitle of Dolphins………………………………………..100
Appendix C	Chinese Subtitle of the Hunchback of Notre Dame………………....105
Appendix D	Chinese Subtitle of Little Women……………...................................111
Appendix E	English-Chinese Summary Passage of Pitcher Plants…….................117
Appendix F	English-Chinese Summary Passage of Dolphins……………….....…119
Appendix G	English-Chinese Summary Passage of the Hunchback
of Notre Dame…………………………………………………...…...121
Appendix H	English-Chinese Summary Passage of Little Women..........................123
Appendix I	Reading Comprehension Passage of Pitcher Plants………...……...…125
Appendix J	List of Commonly Used 2000 Words……………………………...…127
Appendix K	Reading Comprehension Passage of Dolphins…………………….....143
Appendix L	Reading Comprehension Passage of the Hunchback
 of Notre Dame……………………………………………………...…145
Appendix M	Reading Comprehension Passage of Little Women………………..…147
Appendix N	STYLE Reading Comprehension Test……………………….….....….149
Appendix O	Questionnaire (English Version) ……………………………….......…154
Appendix P	Questionnaire (Chinese Version) ………………………………......…161
Appendix Q	Interview Guide (English Version)……………………………….…...167
Appendix R	Interview Guide (Chinese Version)…………………………….…...…169

Ajideh, P. (2003). Schema theory-based reading tasks: A neglected essential in the reading class. The Reading Matrix, 3(1), 1-14.
Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.
Al-Nujaidi, A. H. (2003). The relationship between vocabulary size, reading strategies, and reading comprehension of EFL learners in Saudi Arabia. Dissertation Abstracts International, 64 (06), (UMI No. 3094023)
Anderson, J. R. (1995). Cognitive psychology and its implications. New York: W. H
Freeman.
Anderson, N. J. (1999). Exploring second language reading: issues and strategies. Boston: Heinle & Heinle.
Anderson, R. C. (1977). The Notion of Schemata and the Educational Enterprise. In Schooling and the acquisition of knowledge, R. C. Anderson and R. J. Spiro (Eds.), Hillsdale, N.J.: Erlbaum.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt,
Rinehart, and Winston.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and Winston.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. Modern Language Journal, 76, 161-178.
Barlett, F. C. (1932). Remembering: A study in experimental and social psychology.
Cambridge: Cambridge University Press.
Berman, R. (1984). Syntactic Components of the Foreign Language Reading Process. In Alderson and Urquhart (Eds.), 1984b, 139-159.
Block, E. L. (1992). See how they read: Comprehension monitoring of LI and L2 readers. TESOL Quarterly, 26(2), 319-343.
Booth, J R., Perfetti, C. A., & MacWhinney, B. (1999). Quick, automatic, and general activation of orthographic and phonological presentations in young readers. Developmental Psychology, 35, 3-19.
Bransford, J. D., Stein, B. S., & Shelton, T. (1986). Learning from the perspective of the comprehender. In J.C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 28-47). New York: Longman.
Brown, H. D. (2001). Teaching by principles : an interactive approach to language pedagogy. White Plains, NY: Longman.
Carrell, P. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21, 461-481.
Carrel, P. L. & Eisterhold J. C. (1988). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 73-92). New York: Cambridge University Press.
Carroll, D. W. (1999). Psychology of Language. Pacific Grove, Calif. : Brooks.
Chastain, K. (1988). Developing second-language skills: theory and practice. San Diego : Harcourt Brace Jovanovich.
Chen, J. C-i. (2003). Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading? Unpublished mater’s thesis, National Taiwan Normal University, Taiwan.
Clarke, M. (1979). Reading in Spanish and English: evidence from adult ESL learners. Language Learning, 27, 121-150.
Coady, J. (1979). A Psycholinguistic Model of the ESL Reader. Reading in a Second Language. Ed. Mackay, Barkman, & Jordan. MA: Newbury House.
Cohen, A., Glasman, H., P. R. Rosenbaum-Cohen, J. Ferrara, and J. Fine. (1979). Reading English for Specialized Purposes: discourse analysis and the use of student informants. TESOL Quarterly, 13, 551-564.
Commander, N. E., Stanwyck, D. J. (1997). Illusion of knowing in adult readers: Effects of reading skill and passage length. Contemporary Educational Psychology, 22, 39-52.
Cooper, M. (1984). Linguistic Competence of Practised and Unpractised Non-mature Readers of English. In Alderson and Urquhart (Eds.), 1984b, 122-135.
Cziko, G. A. (1978). Differences in First and Second Language Reading: the use of syntactic, semantics, and discourse constraints. Canadian Modern Language Review, 34, 473-489.
Devine, J. (1988). The Relationship between General Language Competence and Second Language Reading Proficiency: implications for teaching. In P. L. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 260-277). New York: Cambridge University Press.
Donin, Graves, & Goyette. (2004). Second Language Text Comprehension: Processing within a Multilayered System. Canadian Modern Language Review, (61)1, 53-77.
Eskey, D. E. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.) Interactive approaches to second language reading (pp.93-100). New York, NY: Cambridge University Press.
Eskey, D. E., & Grabe, W. (1988). Interactive models for second language reading: Perspectives on instruction. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.) Interactive approaches to second language reading (pp. 223-238). New York. NY: Cambridge University Press.
Fukkink et al. (2005). Does Training in Second-Language Word Recognition Skills Affect Reading Comprehension? An Experimental Study. Modern Language Journal, 89(1), 54-75.
Goldman, S. R., & Rakestraw, J. A., Jr. (2000). Structural Aspects of Constructing Meaning from Text. In M. L. Kamil, P. Moseenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research. Mahwah, NJ: Erlbaum.
Goodman, K. S. (1970). Reading as a psycholinguistic guessing game. In H. Singer and R.B. Ruddel (Eds.), Theoretical Models and Processes of Reading. Newark, NJ: International Reading Association.
Goodman, K. S. (1973). Psycholinguistic universals in the reading process. In F. Smith (Ed.), Psycholinguistics and reading (pp.21-27). New York, NY: Holt, Rinehart and Winston, Inc.
Goodman, K. S. (1976). Reading: A psycholinguistic guessing game. In H. Singer and R.B. Ruddel (Eds.), Theoretical Models and Processes of Reading (2nd ff.). Newark, DE: International Reading Association, 497-508.
Grabe, W. (1988). Reassessing the tern “interactive”. In P. L. Carrell, J. Devine, & D. E. Eskey(Eds.). Interactive approaches to second language reading (pp.56-70).
Hanley, J., Herron, C., & Cole, S. (1995). Using video as advance organizer to a written passage in the FLES classroom. The Modern Language Journal, 79, 57-66.
Hammadou, J. (1991). Interrelationships among prior knowledge, inference, and language proficiency. Modern Language Journal, 75, 27-38.
Herron, C. & Hanley, J. (1992) Using videos to introduce children to a foreign
culture. Foreign Language Annuals, 25, 419-426.
Herron, C., Hanley, J., & Cole, S. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The
Modern Language Journal, 79, 387-395.
Hudson, T. (1982). The effects of induced schemata on the ‘short circuit’ in L2 reading: Non decoding factors in L2 reading performance. Language Learning, 32, 1-32.
Huang, H-h. (2003). Application of Videos of Children’s Literature in English Teaching in Junior High School. Unpublished mater’s thesis, National Kaohsiung Normal University, Taiwan.
Joyce, B. & Weil, M. (1972). Models of Teaching. Englewood Cliffs, NJ: Prentice-Hall.
Just, M.A., & Carpenter, P.A. (1980). A theory of reading: From eye fixation to comprehension. Psychological Review, 87, 329-354.
Just, M. A. & Carpenter, P. A. (1985). The psychology of reading and language comprehension. Boston, MA; Allyn and Bacon.
Kenny, R. F. (1993). The effectiveness of instructional orienting activities in computer-based instruction. ERIC Document Reproduction Service. No. ED 362172.
Kiewra, K. A., Mayer, R. E., & DuBois, N. F. (1997). Effects of advance organizers and repeated presentations on students' learning. The Journal of Experimental Education, 65(2), 147-159.
Koda & Keiko. (2005). Insights into Second Language Reading: a cross-linguistic approach. Cambridge, UK: Cambridge University Press.
Landry, K. L. (2002). Schemata in Second Language Reading. The Reading Matrix, 2(3), 1-14.
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.), Special Language: From humans thinking to thinking machines (pp. 316-323). PA: Multilingual Matters.
Lee, F-h. (2004). An Investigation of Middle School EFL Teachers’ Beliefs in and Attitudes toward English Teaching in Southern Taiwan. Unpublished mater’s thesis, Southern Taiwan University, Taiwan.
Lee, S-C. (2009). The Effects of Feature Films upon Listening Comprehension and Speaking Skills: The Case of STUT Applied English Students. Unpublished mater’s thesis, Southern Taiwan University, Taiwan.
Li, B-J. (2009). The Effect of Pre-listening Activities on the EFL Listening Comprehension of Junior High School Students. Unpublished mater’s thesis, National Taiwan University of Science and Technology, Taiwan.
Lin, Y-C. (2009). The Effects of Visual Aids and Text Types on Listening Comprehension. Unpublished mater’s thesis, National Taiwan Normal University, Taiwan.
Liu, Z., & Bever, T. G. (2002). Jufa fenxi zai waiyu yueduzhong de zuoyong [An experimental study of the function of syntactic analysis in reading comprehension]. Foreign Language Teaching and Research, 34, 219-224.
Mackay, R. (1979). Teaching the Information-gathering skills. In Reading in a second language, R. Mackay, B. Barkman, and R. R. Jordan (Eds.), 79-90, Rowley, Mass.: Newbury House.
Mandler, J. M. (1987). Stories, Scripts, and Scenes: aspects of schema theory. Hillsdale, NJ: Erlbaum.
Mayer, R. E. (1979). Can Advance Organizers Influence Meaningful Learning? Review of Educational Research, 49, 371-383.
Nassaji, H. (2003). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87(2), 261-276.
Nuttall, C. (1996). Teaching reading skills in a foreign language. London: Heinemann.
Omaggio, A. C. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12, 107-116.
Pang, J. (2008). Research on good and poor reader characteristics: Implications for L2 reading research in China. Reading in a Foreign Language, 20(1), 1-18.
Pearson, D. (1984). Handbook of Reading Research. Ed. New York & London : Longman.
Perfetti, C. A. (1985). Reading Ability. New York: Longman.
Phillips, J. K. (1984). Practical implications of recent research in reading. Foreign Language Annals, 17(4), 285-296.
Pressley, M. (1998). Reading instruction that really works. New York: Guilford Press.
Rayner, K. (1989). The psychology of reading. Englewood Cliffs, N.J. : Prentice Hall.
Ringler, L. & Weber. C. (1984). ..a language-Thinking Approach to Reading. San Diego: Harcourt Brace Jovanovich, Ink.
Ruddell, R. B. (1976). Psycholinguistic implications for a system of communication model. In H. Singer, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 453-469). Newark, Delaware: International Reading Association, Inc.
Rumelhart, D. E. (1985). Toward an interactive model of reading. In H. Singer & R. B. Ruddel (Eds.), Theoretical models and processes of reading (3rd ed., pp. 722-750). Newark, Delaware: International Reading Association, Inc.
Schank, R. & Abelson, R. (1977). Scripts Plans Goals and Understanding: An Inquiry into Human Knowledge Structures, New Jersey: LEA Publishers.
Secules, T., Herron, C., & Tomasello, M. (1992). The effects of video context on foreign language learning. Modern Language Journal, 76, 480-490.
Segslowitz, N. S., Poulsen, C., & Komoda, M. (1991). Lower level components or reading skill in higher level bilinguals: Implications for reading instruction. ALLA Review, 8, 15-30.
Shiotsu, T. (2009). Reading ability and components of word recognition speed: the case of L1-Japanese EFL learners. In Zhao, H. H. & N. Anderson (Eds.), Second language reading research and instruction: Crossing the boundaries (pp. 15-39). New York: Cambridge University Press.
Smith, F. (1973). Psycholinguistics and reading. New York, NY: Holt, Rinehart and Winston, Inc.
Smith, F. (1988). Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale, Ni: Lawrence Erlbaum Associates.
Spiro, R. J. (1977). Remembering Information from text: Theoretical and empirical issues concerning the ‘State of Schema’ recognition hypothesis. Schooling and the Acquisition of Knowledge. Ed. R. C. Anderson, R. J. Spiro & William E. Hillsdale, NJ: Erlbaum.
Stannovich, K. (1988). The language code: Issues in word recognition. In S. R. Yussen and M. C. Smith (Eds.), Reading across the life span. New York: Springer-Verlag.
Stanovich, K. (1980). Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency. Reading Research Quarterly, 16, 32-71.
Steffensen, M. S., Joag-Dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15, 10-29.
Story, C. M. (1998). What instructional designers need to know about advance organizers. International Journal of Instructional Media, 25(3), 253-261.
Sweet, A. P., & Snow, C. E. (2003). Reading for comprehension. In A. P. Sweet, & C.E. Snow (Eds.). Rethinking reading comprehension (pp.1-11).New York. NY: The Guilford Press.
Taglieber, L. K., Johnson, L. L. & Yarbrough, D. B. (1988). Effects of pre-reading activities on EFL reading by Brazilian college students. TESOL Quarterly, 22, 455-4771.
Taylor & Taylor. (1990). Psycholinguistics: learning and using language. Englewood Cliffs, N.J. : Prentice Hall.
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3-25.
Van Dijk, T. A. (1981). Studies in the pragmatics discourse. The Hague : Mouton.
Wang, A. (2007). A study of two advance organizers for introducing EFL learners to foreign videos. Unpublished mater’s thesis, National Taiwan Normal University, Taiwan.
Widdowson. (1979). The Process and Purpose of Reading. In Explorations in applied linguistics, H. Widdowson (Ed)., 171-183. New York: Oxford University Press.
Wilberschied, L. & Berman, P. M. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37(4), 534-543.
Woolfolk, A. E. (1993). Educational Psychology. Boston : Allyn & Bacon.
Yazdanpanah, K. (2007). The effect of background knowledge and reading comprehension test items on male and female performance. Reading Matrix, 7(2), 64-80.
Zhao, G. Z. (2005). Effects of vocabulary level and syntactic competence on English reading comprehension of EFL English-major students in Taiwan. Unpublished master’s thesis, College of Li De, Tainan, Taiwan, ROC.

簡易檢索 / 詳目顯示

相關論文