溝通式英語文教材閱讀活動與文本之評析｜國立臺灣科技大學博碩士論文系統

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研究生：	李敏慧 Ming-huei Lee
論文名稱：	溝通式英語文教材閱讀活動與文本之評析 An Analytical Study of Reading Activities and Texts in Communicative ELT Materials
指導教授：	駱藝瑄 Yi-hsuan Lo
口試委員:	林茂松 Mao-sung Lin 田曉萍 Shiau-ping Tian
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：	2016
畢業學年度：	104
語文別：	英文
論文頁數：	195
中文關鍵詞：	閱讀活動、文本、教材、溝通式教學法、評估標準
外文關鍵詞：	reading activities, texts, ELT materials, CLT, evaluation criteria
相關次數：	點閱：319 下載：12
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本研究旨在針對三套初級與中級溝通式英語文教材之閱讀活動與課文進行分析與評估，研究素材為市面上頗受歡迎之 Top Notch 系列第一版初級與中級英語文教材、Top Notch 系列第二版初級與中級英語文教材及Outcomes 系列初級與中級英語文教材，依據溝通式教學法主要特性，探究其閱讀活動設計是否符合溝通式教學法相關原則，並根據閱讀教材評估標準，探究其閱讀活動和課文編寫與閱讀教材編纂原則之相關性。研究中使用五種不同研究工具，分別用來收集關於閱讀活動本質、活動類型、文本主題、文本類型與閱讀策略的資料以進行分析與評估。另外，為因應研究目的需求，本研究發展出兩套評估標準，第一套評估標準改編自Lindsay在2006年提出的溝通式教學法主要特性，第二套評估標準改編自施玉惠教授在2006年提出的閱讀教材評估檢核表。研究發現，以閱讀活動設計而言，Outcome 系列最符合溝通式教學原則，Top Notch 系列二版次之，相較之下Top Notch 系列第一版最不符合溝通式教學原則:Outcomes 系列具有最高比例的小組活動、涵蓋聽說讀寫四種技巧並提供最多閱讀材料、且最強調學習者中心教學，其閱讀活動溝通度也最高。另一方面，就課文文章編寫與相關活動設計整體而言，Top Notch系列第二版最符合閱讀教材編纂原則，Top Notch 系列第一版次之，比較上，Outcomes 系列與評估標準差距較大: Top Notch 系列第二版的閱讀策略多樣性高於其他兩個系列，與Outcomes 系列相較，Top Notch系列第二版在文本類型、閱讀策略、內容分級方面都略勝一籌。研究結果顯示，閱讀活動若能遵循溝通式教學法主要原則來設計，其溝通度或許可因此提高。另外，本研究亦就研究發現，加以論述其理論意涵與實務價值。

The present study analyzes and evaluates the reading activities and reading texts in three sets of communicative ELT materials, Top Notch (Pearson, 2006), Top Notch, 2nd ed. (Pearson, 2011), and Outcomes (Cengage, 2011, 2010), elementary and intermediate, to explore the extent to which the reading activities follow key CLT principles and the extent to which the reading activities and texts as a whole satisfy a particular set of evaluation criteria. Five instruments were used to gather data on the nature of reading activities, activity types, topics of reading texts, text types, and reading strategies, which were then analyzed according to two ranges of evaluation criteria established for the research purposes: one adapted from the main features of CLT (Lindsay, 2006) and the other from Shih’s textbook evaluation checklist (2006). The results show that as far as reading activities are concerned, Outcomes most closely realized the key CLT principles, followed by Top Notch 2nd ed. and then Top Notch, because Outcomes provided the largest proportion of reading activities related to pair/group work, the integration of the four language skills with a greater emphasis on reading, and learner-centered instruction; furthermore, the reading activities in Outcomes had the largest degree of communicativeness. On the other hand, regarding the reading texts and activities as a whole, Top Notch, 2nd ed. best fulfilled the specified evaluation criteria, followed by Top Notch and then Outcomes, because Top Notch, 2nd ed. was superior to Top Notch in the diversity of reading strategies, and was better than Outcomes in the diversity of text types and of reading strategies and in appropriate content grading. The findings imply that the communicativeness of reading activities may be improved if they follow the key principles of CLT. In addition, the implications are discussed based on the findings of the study.

Table of Contents

Abstract (English)  i
Abstract (Chinese)  ii
Acknowledgements  iii
Table of Contents  iv
List of Figures	vii
List of Tables	viii

Chapter One  Introduction  1
1  Background of the Study	 1
2  Statement of the Problem  3
3  Purpose of the Study  5
4  Definition of Key Terms  6
5  Significance of the Study  8

Chapter Two  Literature Review 	10
1  The Framework of Materials and Methods	10
1.1  Curriculum Design  11
1.2  Syllabuses  12
2  Communicative Language Teaching (CLT)  13
3  Teaching Materials Development	17
3.1  Language Teaching Activities  19
3.2  Reading  26
3.3  Sequencing and Grading	37
4	ELT Materials Evaluation  42
4.1  Willis’ Framework  42
4.2  Littlejohn’s Framework  43
4.3  Shih’s Textbook Evaluation Checklist  46
4.4  Nation and Macalister’s Coursebook Evaluation Framework  46
4.5  Previous Research on Materials Evaluation  48

Chapter Three  Methodology  61
1  Materials  61
2  Instruments	65
2.1  Task Analysis Sheet  66
2.2  Activity Type Classification Framework  67
2.3  Topic Categories  68
2.4  Text Type Classification Framework  69
2.5  Reading Strategy Typology  70
3  Pilot Study  70
4  Trustworthiness  75
5  Data Collection  77
6  Data Analysis  78
6.1  Evaluation Criteria  79
6.2  Rating Scales  82

Chapter Four  Findings and Discussion  85
1  RQ1: To What Extent Do the Reading Activities in the Three Sets of Coursebooks Follow the Key Principles of CLT?	86
1.1  Task Analysis Sheet  86
1.2  Evaluation of the Reading Activities in Terms of CLT Principles  96
1.3  Activity Type Classification Framework  111
1.4  Degree of Communicativeness  115
2  RQ2: To What Extent Do the Reading Activities and Texts as a Whole in the Three Sets of Coursebooks Satisfy the Evaluation Criteria Adapted from Shih’s Textbook Evaluation Checklist?  117
2.1  Topic Categories, Text Type Classification Framework, and Reading Strategy Typology  118
2.2  Evaluation of the Reading Activities and Texts as a Whole  128

Chapter Five  Conclusion  153
1  Summary  153
1.1  The extent to Which the Reading Activities in the Three Sets of Coursebooks Follow the Key Principles of CLT  154
1.2  The extent to Which the Reading Activities and Texts as a Whole in the Three Sets of Coursebooks Satisfy the Criteria Adapted from Shih’s Textbook Evaluation Checklist  156
2  Implications  158
2.1  Theoretical Implications of the Study  158
2.2  Practical Implications of the Study  162
3  Limitations of the Study and Suggestions for Future Research  167

References  169

Appendices  177
Appendix A  Task Analysis Sheet  177
Appendix B  Activity Type Classification Framework  179
Appendix C  Topic Categories  180
Appendix D  Text Type Classification Framework  181
Appendix E  Reading Strategy Typology  182


List of Figures
1  The Framework of Language Teaching  11
2  A Model of the Parts of the Curriculum Design Process	11
3  The Continuum From Focus on Forms to Focus on Meaning  24
4  Questions for the Analysis of Task  44


List of Tables
1  A List of Consideration for Developing Materials  18
2  Structure of the Cognitive Process Dimension of Bloom’s Revised Taxonomy  23
3  Principles for Teaching Reading to Beginning and Intermediate Level Learners  30
4  Lai’s Reading Strategy Typology (1997)  36
5  Key Principles for Teaching Learners at Beginning and Intermediate Levels (Summarized from Brown, 2007b)  39
6  An Example Evaluation Form for a Beginners’ Coursebook	47
7  Criteria for Classifying Activities	59
1  The ELT Materials under Analysis in the Pilot Study and the Present Study	64
2  Criteria for Classification of Activities	68
1  Frequency and Percentage of Activities Having Identified Features for Book 1 or the Elementary Level: “What Is the Learner Expected to Do?”  88
2  Frequency and Percentage of Activities Having Identified Features for Book 3 or the Intermediate Level: “What Is the Learner Expected to Do?”  89
3   Frequency and Percentage of Activities Having Identified Features for Book 1 or the Elementary Level: “Who with?”  91
4  Frequency and Percentage of Activities Having Identified Features for Book 3 or the Intermediate Level: “Who with?”  91
5  Frequency and Percentage of Activities Having Identified Features for Book 1 or the Elementary Level: “With What Content?”  93
6  Frequency and Percentage of Activities Having Identified Features for Book 3 or the Intermediate Level: “With What Content?”  95
7  The Summary of the Features Used for Evaluating the Reading Activities according to CLT Principles and the Ways of Scoring  97
8  Focus on Meaning   98
9  Learners in Pairs or Groups  100
10  The Integration of the Four Skills: Listening, Speaking, Reading, and Writing  102
11  Focus on Reading  103
12  Initiate and Scripted Response  104
13  Source: Materials or Learners  106
14  Scripted Response and Materials as a Source of Content  107
15  Nature: Personal Information or Opinions  108
16  The Summary of the Evaluation of the Reading Activities according to  CLT Principles  109
17  Frequency and Percentage of Reading Activity Types for Book 1 or the Elementary Level  113
18  Frequency and Percentage of Reading Activity Types for Book 3 or the Intermediate Level  114
19  Degree of Communicativeness  115
20  Authentic Communication	116
21  Frequency and Percentage of Topics of Reading Passages for Book 1 or the Elementary Level  119
22  Frequency and Percentage of Topics of Reading Passages for Book 3 or the Intermediate Level  121
23  Frequency and Percentage of Text Types for Book 1 or the Elementary Level	122
24  Frequency and Percentage of Text Types for Book 3 or the Intermediate Level  123
25  Frequency and Percentage of Reading Strategies or Skills for Book 1 or the Elementary Level	125
26  Frequency and Percentage of Reading Strategies or Skills for Book 3 or the Intermediate Level  127
27  The Summary of the Features, Used for Evaluating the Reading Activities and Texts as a Whole, and the Ways of Scoring the Teaching Materials  128
28  Activity Types  130
29  The Detailed Description of Covering Diverse Topics of Reading Texts  132
30  Text Types  135
31  Reading Strategies  137
32  Bottom-up, Top-down, and Interactive Processes  140
33  Initiate  143
34  Focus on Language System or Meaning/System/Form Relationship  144
35  Mental Operation Based on Bloom’s Revised Taxonomy  145
36  Learners in Pairs or Groups	147
37  Source (Learner-Contributed Content)  148
38  Nature (Learner’s Personal Information or Opinions)  149
39  Activities Focusing on Conveying Messages  149
40  The Summary of the Evaluation of the Reading Activities and Texts as a Whole  151

                                

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