儘管參與之受詴同學已經過三次的中文演講，對再生能源議題已有了認識與 瞭解，但對閱讀相關英文文章時，仍覺得生字為閱讀上之最大困擾，有十六位同 學皆表示生字是閱讀上最大之困難處。於測後訪談得知，十八位參選同學，對此 篇文章認為難易適中的有 15 位（83%），兩位覺得簡單（11%），一位覺得難（5%）。 自評對文章內容看懂程度，四位覺得都看得懂（22%），有十二位同學（67%）認 為看懂七至八成，另有兩位同學覺得只看懂一半(11%)。至於系上三次的再生能 源演講是否對本文有幫助？有十二位同學（67%）認為有幫助，五位（28%）同學 覺得有一些幫助，只有一位同學覺得很有幫助。此點認知亦與分數的呈現吻合 所有參與受測同學之分數詳見附錄三。經整理後以表四呈現各組所用之時間與所 得之分數平均。
表四：各組所使用之時間及閱讀成績
時間(標準差) 分數(標準差) 高分組 21.5 分鐘 (15.77) 76.67 (26.58) 中分組 56.33 分鐘 (19.63) 80.0 (12.65) 低分組 76.67 分鐘 (26.87) 63.33 (19.66)
由表四可看出成績高分組的分數與中分組相進，但時間確是中分組之一半不到
（21.5 分鐘與 56.33 分鐘）。低分組所用之時間幾乎是高分組之三倍以上（21.5 分鐘與 76.67 分鐘）。儘管同學們對再生能源之專有知識藉由中文演講瞭解程度 相去不多，但於閱讀英文文章時，時間上之使用卻相去甚遠。深究其原因除英文 之程度之高低外，對文內之單字處理方式亦使得樂讀時間增加。此點將詳述於下 一節。
2. 學生對閱讀專業英文文章時，生字彙處理之策略
參與本實驗之學生依學期英文成績高低分成三組，高分組、中分組及低分組。
若以各組之生字量及對生字之處理方式來看：高分組六人所標出之生字共為 71 個生字，其中有 53 個單字（74.64%）之處理方式為查字典。此以字典處理生字 的現象於中分組和低分組更為明顯，百分比分別為 87.36% 及 98.74% (表五)。
換言之，低分組同學每遇到一個單字，便去查字典來得知字義。依據字首、字尾、
前後文或其他猜字義之策略於低分組幾乎是很少存在。Knight (1994)於她的實驗 亦觀查到此一現象。英文程度低分組對字典依賴之程度遠遠超過了其他組別，這 查字典之策略，使所需之閱讀時間變得更長。Grabe & Stoller (1997)將這種遇到 生字就查字典之現象稱為「心靈之錨」（psychological anchor）。這些受詴者認為 不認識的字就等於看不懂的文章，一旦生字查出，文章就會看懂( Shieh, 2003)。
此一閱讀的迷思普遍存在於許多台灣同學對閱讀英文文章中。如何教授學生利用 閱讀策略來處理文章中之生字，更者，如何利用已有之專業或背景知識來彌補文 內生字之不足以達更好之閱讀成效，實為閱讀教學當務之要。
表五：各組生字總量及以查字典策略處理單字之總數
單字總數 以查字典策略處理單字之總數
（百分比％）
高分組 71 53 (74.64) 中分組 285 249 (87.36%) 低分組 475 469 (98.74%)
3. 生字處理策略對字彙習得之成效
於本實驗中所比較之生字策略為查字典及猜字這兩個策略。如前所述，在同 學閱讀完文章並做完閱讀理解測驗後，訪談員(亦即研究者)即請受詴者將文內不 懂之生字用螢光筆畫出，並詢問該字之處理策略，並問其字義為何。緊接著便以 生字認識量表 VKS(vocabulary knowledge scale)來測驗對該字之熟識度。VKS 之評分方式，依 Paribakht 及 Wesche (1997) 之記分方式為藍本，本實驗之記分 方式如下表六:
表六: VKS 記分方式
生字檢測 ___________________________________
I. 我從未見過這個字 (1 分)
II. 我見過這個字, 但我不知道它的意思 (2 分)
III.我見過這個字, 我想它的意思是:_______________(正確 3 分；不正確 2 分) IV. 我知道這個字; 它的意思是: _________________(正確 4 分；不正確 2 分)
依此記分方式，由兩位員來記分。兩位評分員間的信度高達 99.5%。分數相異處，
再由兩位評分員間共同討論之，直到達到共識。因此兩位評分員間信度為 100%。
表七即為猜字及查字典策略所得之分數及每字所得之平均。
表七: 生字處理策略對字彙習得之成效
猜字 字典
總分 141 1553
總字數 63 771
平均每字得分 2.24 2.014
由表七得知猜字組之生字學習比字典組成效似乎好些，但未達顯著水準。依據 Laufer and Hulstijn (2001)所提出之 Involvement Load Hypothesis (投入負荷假設理 論)，與猜測過程比較，查字典的腦力處理過程之負荷量未若猜測過程來得多，
因此對字彙之習得成效未較猜字樣策略來得好。若我們再進一步分析各組之字彙 處理策略及生字習得之成效，表五則顯現出這三組之不同處。
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讀之流利度因之打散。本實驗中中分組之閱讀理解成績平均雖高於高分組(未達 顯著水準)，但所用之時間則多出許多。當多數同學皆認為本文難易適中時，如 何利用所擁有之專業知識來增加閱讀之流利度及彌補文內之生字不足處，實為同 學所需學習之議題。
五、結論
本研究利用同學熟悉的專業知識內容，以再生能源為題，探究閱讀專業知識 文章時，同學們所遇到最大之困難處為文內之生字問題。在遇到單字時，字典查 詢策略仍是最普遍對生字之處理策略。對字典的依賴程度會隨著英文程度之高低 有所不同。程度較低者，對字典之依賴遠高於程度較高者。幾乎是遇到不認識的 字便查字典，故所需之閱讀時間亦較高分組高出許多。對於字彙之學習，其結果 顯示，三組於猜字所學習到的字彙與使用字典所學習到的字彙程度，並無顯著差 異。雖然英程度較高組，使用字典所習得之字彙成效高於猜字策略。其餘兩組猜 字策略對於生字習得之成效則高於查字典策略。但其差異仍未達顯著水準。
依據研究結果，對專業英語閱讀文章提出以下建言: (1) 增加專業英文文章 閱讀之份量，使同學能大量接觸並不斷重覆接觸相關字彙與內容。於英文文章之 選取上應是以同學已熟知之專業內容為主。除訓練英語字彙能力及加強專業內容 外 ， 對 閱 讀 流 利 度 亦 應 是 很 好 的 加 強 ； (2) 教 學 上 因 加 強 字 彙 之 教 學 (intentional vocabulary instruction)，對於猜字之技巧應亦強調。於閱讀時 何時該查字典，如何查字典亦需加強。如此同學對字典之依賴程度才可逐漸降低，
閱讀之速度亦可提升；(3)閱讀技巧的加強，尤以利用專業知識背景來彌補文章 中字彙之不足。如此才能提升專業閱讀與字彙學習之成效。
六、誌謝
感謝本校明新科技大學校內專題計畫對本研究之支持與補助。補助案號:
MUST-97-語教-01。
七、參考書目
Carter, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137.
Chambers, F. (1980). A re-evaluation of needs analysis. ESP Journal1, 25-33.
Chen, T-Y. (2000). Self-training for ESP through action research. English for specific purposes, 19, 389-402.
Chern, C. (1993). Chinese students' word-solving strategies in reading in English. In T.
Huckin, M. Haynes, & J. Coady, (Eds.). Second language reading and vocabulary learning, pp. 67-85. Norwood, NJ: Ablex.
Coxhead, A. (2000). A new academic list. TESOL Quarterly, 34,2, 213-238.
Craik, F. & Lockhart, R. (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior,11, 671 - 684.
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Dudley-Evans, T., and St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Ellis, R. (1994). Factors in the incidental acquisition of second language vocabulary from oral input: A review essay. Applied Language Learning, 5, 1, 1-32.
Fraser, A. (1999). The role of consulting a dictionary in reading and vocabulary learning. The Canadian Journal of Applied Linguistics, 2, 73-89.
Grabe, W., & Stoller, F. L. Reading and vocabulary development in a second language:
A case study. (1997). In Coady, J and Huckin,T (Eds.) Second Language Vocabulary Acquisition, 98-122. Cambridge: Cambridge University Press.
Gass, S. (1999). Incidental vocabulary learning. Studies in Second Language Acquisition 21, 319-333.
Hutchinson, T. and A. Waters (1987). English for Specific Purposes: A Learning-centered approach. Cambridge: Cambridge University Press.
Jenkins, S. Jordan, M. K., & Weiland, P. O. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for specific purposes, 12, 51-67.
Johns, A., and Dudley-Evans, T. (1991). English for Specific purposes: International in scope, specific in purpose. TESOL Quarterly, 25(2), 297-314.
Hulstijn, J. & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51,3, 539-558.
Knight, S. (1994) Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal, 78, 285-299.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge ; New York : Cambridge University Press.
Shieh, W-Y. (2003). The effect of dictionary use on reading comprehension test performance. Paper presented at TESOL 2003 Convention. Maryland, USA.
Shieh, W-Y. (2006). Effects of different lexical processing strategies upon vocabulary learning during reading in university students. Report of National Science
Council Project # NSC 95－2411－H －159 －001 －.
Swales, J (1980). ESP: The textbook problem. The ESP Journal 1, 11-23.
Schmitt, N. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165-201). London: Academic Press.
Tang, G. M. (1997). Pocket electronic dictionaries for second language learning: Help or hindrance? TESL Canada Journal, 15, 39-57.
William, I. (2007). English for Science and Engineering. Boston: Thomson ELT.
蔡叔翹，(2006)。科技英文與產業，第二版。出版社：新文京。
附錄一: 實驗文本 Renewable Energy
Renewable energy effectively uses natural resources such as sunlight, wind, rain, tides and geothermal heat, which may be naturally replenished. Renewable energy technologies range from solar power, wind power and hydroelectricity for
transportation. But only hydro-electric generation has been significantly utilized so far.
Hydro-electric power, using the potential energy of rivers, now supplies 19% of world electricity. Apart from a few countries with an abundance of it, hydro capacity is normally applied to peak-load demand because it is so readily stopped and started.
Wind power is renewable and produces no greenhouse gases during operation.
The power output is related to the wind speed. Since wind speed is not constant, areas where winds are stronger and more constant, such as offshore and high altitude sites, are preferred locations for wind farms.
Solar energy refers to energy that is collected from sunlight. The sun's energy can be trapped under glass in a greenhouse or within solar panels that heat water. It can also be concentrated in a trough or parabolic collector. Although economical, it is unreliable, hard to transport, and difficult to operate.
Harnessing the tide could be achieved in certain other areas where there is a large tidal range. The sea water trapped in a bay or estuary at high tide can be released down to turn turbines for electricity generation. A few tidal energy projects have been built, but this form of energy production is expensive and remains largely
experimental.
Like tidal energy, geothermal energy is produced by continuous natural processes.
Geo-thermal energy takes advantage of hot water trapped deep inside the earth to produce electricity or heat for homes and industry. In certain parts of the world such as New Zealand, USA, Philippines and Italy, underground water can be pumped to very hot regions of the earth’s crust and heated to produce steam. Then, the steam will be tapped and brought to the surface for electricity generation.
In general, renewable energy sources emit no carbon dioxide or other air pollutants, but they tend to be dispersed and more expensive to collect. While most renewable energy sources do not produce pollution directly, the materials, industrial processes, and construction equipment used to create them may generate waste and pollution. Some renewable energy systems actually create environmental problems. In addition, many of them, such as wind and solar energy, are intermittent in nature, making energy storage or distributed production systems necessary. If some
technologies for electricity storage could be considerably improved, base-load energy supplied by intermittent producers such as solar and wind would be widely available.
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In short, while currently renewable energy sources only supply a fraction of current energy use, there is much potential that could be exploited in the future.
Name: _____________________
Starting time: ______________ Ending time:______________
1. Which type of renewable energy has been most widely used?
(a) wind power (b) water power (c) solar energy (d) geothermal energy
2. To make renewable energy widely and readily available, what do scientists and engineers need to improve?
(a) power storage (b) increasing manpower (c) total cost (d) waste control
3. Which type of energy is obtained from kilometers deep into the Earth's crust?
(a) wind power (b) water power (c) solar energy (d) geothermal energy 4. Where is a good site for setting up wind turbine?
(a) forests (b) open hilly areas (c) desserts (d) metropolis
5. According to the article, which statement is NOT true?
(a) Renewable energy may indirectly be harmful to environment.
(b) Renewable energy is widely used because of its reliability.
(c) Renewable energy is from natural resources and will not run out.
(d) Renewable energy will be getting more importance in use of power generation than it is now.
附錄二: 與受測者之結構式訪談內容
(1)你認為這篇文章之難易度為何: 很難， 難， 適中， 簡單， 很簡單 (2)你認為你大概看懂多少內容（以百分比表示之）： ＿＿＿＿＿＿％
(1)你認為這篇文章之難易度為何: 很難， 難， 適中， 簡單， 很簡單 (2)你認為你大概看懂多少內容（以百分比表示之）： ＿＿＿＿＿＿％