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研究生： 朱姿寧
Tzu-Ning Chu
論文名稱： 藉由持續默讀縮短英語學習差距：以台灣高中生為例
Bridging the learning gap of EFL through sustained silent reading: An investigation among Taiwanese senior high school students
指導教授： 李思穎
Sy-Ying Lee
口試委員: 廖美玲
Meei-Ling Liao
謝育芬
Yu-Feng Hsieh
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： 82
中文關鍵詞： 教室內持續默讀 、廣泛閱讀 、非母語英語教學高中生 、閱讀理解 、在校學習
外文關鍵詞： in-class sustained silent reading, EFL high school students, school learning
相關次數： 點閱：325  下載：1 
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    • 有關廣泛閱讀(Extensive Reading)和教室內持續默讀(in-class Sustained Silent Reading)在非母語英語教學(EFL)環境下的研究，雖然數量可觀，但是以高中生為主體的研究仍然少之又少。大多數台灣高中生多為考試的壓力、作業以及小考所困，低成就學生在現行課綱裡，比起高成就學生自然就遭遇更多挑戰。因此，本研究旨在探討持續默讀對於低成就學生的單字、閱讀理解以及在校成績的作用。
    本實驗為期一個學期，實驗者為21個低成就的高中學生。每一節英文課學生們有15至20分鐘的持續默讀時間，其餘的時間進行傳統的教課書課程。為了追蹤學生的閱讀情況，學生每兩週需要繳交閱讀心得，內容形式不拘，可以選擇以中文或是英文繳交。教室內有300本分級讀本，讓學生自由選書。老師，同時為本研究的第一作者，會給予學生們在閱讀選書及撰寫心得過程及時且適當的幫助。對照組為11個高成就學生，為另一名英文老師所授課。對照組接受傳統的教科書課程，以著重文法形式的英語雜誌為課外補充教材。
    研究結果顯示，實驗組與對照組在閱讀測驗都有顯著進步，但是教室內持續默讀活動，對實驗組學生確實帶來多方面且顯著的效益。即使單字後測結果顯示，兩組間未有顯著差異，實驗組在閱讀測驗以及在校段考成績，與對照組確有拉近差距。有鑒於實驗組的英文程度遠低於對照組，我們可推測，若實驗組學生持續閱讀，將能獲得更顯著的進步。

    Despite the abundant studies investigating extensive reading (ER) and in-class sustained silent reading (SSR) in the EFL context, studies conducted among senior high school students remain marginalized. While most Taiwanese high school students are bombarded with oppressive examination practices, homework assignments and quizzes, low-achieving students, contrarily, suffer from more disadvantages and challenges in school curricula that mostly benefit high-achieving students. The study, therefore, examined the effect of SSR on low-achieving high school students’ vocabulary and reading development as well as their school exam performances.
    A one-semester quasi-experiment SSR was conducted on 21 high school students, who were considered low in English proficiency. During each English lecture, a 15-20 minute reading time was given. The rest of the class time was left for regular textbook-based instruction. With a view to tracking their reading, students were required to write a brief reflection twice a week about the story in either English or Mandarin. Three hundred graded readers were placed in the classroom corner for self-selected and self-paced reading. The teacher, also the researcher, provided timely and constant support to participating students on book selection and on writing reading reflections. Their counterparts were 11 high-achieving students who received regular instruction plus form-focused teaching using an English learning magazine as the supplementary material.
    The results showed that both groups made significant gains on reading, but in-class SSR did help the experimental students improve significantly on all other measures. Although there was no significant difference in the vocabulary posttest between the two groups, the experimental students did manage to narrow the gap with the comparison group in both reading comprehension and their monthly school examinations. Provided that the experimental group’s English ability was far lower than that of the comparison group, it is likely that more evident progress is foreseeable if the students continue to read under the same conditions.

    中文摘要 i ABSTRACT ii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF TABLES viii LIST OF FIGURES ix Chapter 1 INTRODUCTION 1 1.1 BACKGROUND OF THE STUDY 1 1.2 PURPOSE OF THE STUDY 5 1.3 RESEARCH QUESTIONS 5 1.4 DEFINITIONS OF TERMS 5 1.5 SIGNIFICANCE OF THE STUDY 6 1.6 ORGANIZATION 6 CHAPTER 2 LITERATURE REVIEW 8 2.1 THEORETICAL FRAMEWORKS 8 2.1.1 Comprehension Hypothesis 8 2.1.2 Compelling Comprehensible Input 9 2.2 THE IMPORTANCE OF READING IN SECOND AND FOREIGN LANGUAGE ACQUISITION 9 2.2.1 Extensive Reading (ER) 13 2.2.2 Sustained Silent Reading (SSR) 15 2.2.3 Research on Sustained Silent Reading (SSR) in EFL Contexts 16 2.2.4 Research on Sustained Silent Reading (SSR) in Taiwan 18 2.2.5 Reading Materials-Graded Readers 22 2.3 SUMMARY 23 CHAPTER 3 METHODOLOGY 25 3.1 PARTICIPANTS 25 3.2 THE CURRICULUM 26 3.3 DATA COLLECTION INSTRUMENTS 27 3.3.1 The Vocabulary Size Test 27 3.3.2 Reading Comprehension Test 28 3.3.3 Monthly Examinations 28 3.3.4 Reflections 28 3.3.5 Survey 28 3.4 DATA ANALYSIS 29 CHAPTER 4 Results and Discussion 31 4.1 RQ1: DO THE SSR GROUP STUDENTS OBTAIN GREATER GAINS IN VOCABULARY AND READING COMPREHENSION THAN THE COMPARISON GROUP STUDENTS? 31 4.2 RQ2: DOES IN-CLASS SUSTAINED SILENT READING SUCCESSFULLY PREDICT SCHOOL LEARNING? 34 4.3 RQ3: HOW DO THE EXPERIMENTAL GROUP STUDENTS RESPOND TO THE ONE SEMESTER SSR ? 37 CHAPTER 5 Conclusion 48 5.1 SUMMARY OF MAIN FINDINGS 48 5.2 PEDAGOGICAL IMPLICATIONS 51 5.3 LIMITATIONS 53 5.4 SUGGESTIONS 53 REFERENCES 55 APPENDICES 60 APPENDIX A: PARENTS’ CONSENT FORM 60 APPENDIX B: VOCABULARY-SIZE TEST 61 APPENDIX C: READING COMPREHENSION 64 APPENDIX D: SURVEY 70 (CHINESE VERSION) 70 APPENDIX D: SURVEY 71 (ENGLISH VERSION) 71

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