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英文小說教學與英文閱讀能力之關聯性探討及學生態度之研究 - 政大學術集成

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(1)國立政治大學英國語文學系碩士在職專班碩士論文. 指導教授:羅狼仁博士 Advisor:Dr. Brian David Phillips. 英文小說教學與英文閱讀能力之關聯性探討及學生態度之研究 -以一羣台灣高中生為例 An Approach to Teaching the English Novel to High School Students in Taiwan: its Correlations with English Reading Ability and the Students’ Attitudes to Novel Reading and Teaching. 研究生:鄒文仁撰 Wen-jen Tsou. 中華民國九十六年一月 January, 2007.

(2) An Approach to Teaching the English Novel to High School Students in Taiwan: its Correlations with English Reading Ability and the Students’ Attitudes to Novel Reading and Teaching. A Master Thesis Presented to Department of English, National Chengchi University. In Partial Fulfillment of the Requirements for the Degree of Master of Arts. By Wen-jen Tsou January, 2007 ii.

(3) To My Father, Who Is in Heaven 獻給我在天上的父親. iii.

(4) Acknowledgements. Many thanks of mine, first of all, will go to my wife Jasmine, who acted as my consultant in statistics whenever I met with statistical problems and who listened to my presentation of parts of the thesis and gave me valuable advice on it. For Dr. Brian David Phillips, I cannot thank him enough for the inspiration he gave for my thesis. Without his “Literature and English Teaching” course and the exercises and assignments required of it, I would not have come to appreciate novel as a stimulating means to teach English. His course changed the course of my life. His advising always came at the right time to solve my problems and was infinitely valuable, for which I have been very thankful and probably will be for the rest of my life. To Ms. Sue Huang, both my teaching colleague and ETMA classmate, I owe my heartfelt thanks, for her idea about the questionnaire part of my thesis. The support of my family, including my wonderful children Amy and John, for my work counts exceedingly, as their love and understanding to me never failed to provide momentum for me to complete this thesis whenever it was needed.. iv.

(5) TABLE OF CONTENTS Page Acknowledgments......................................................................................................iv Chinese Abstract.......................................................................................................xvi English Abstract......................................................................................................xviii Tables of Contents……………………………………………………………………v List of Tables………………………………………………………………………...xi. Chapter One 1. Introduction..............................................................................................................1 1.1 Motivation & Goal……………………………………………………………...1 1.2 Purpose of the Study…………………………………………………………....2 1.3 Significance of the Study………………………………………………….........3 1.4 Research Questions……………………………………………………………..3. Chapter Two 2. Literature Review………………………………………………………………….5 2.1 The Episode Hypothesis and The Affective Filter Hypothesis…………………5 2.1.1 The Episode Hypothesis…………………………………………………5 2.1.2 The Affective Filter Hypothesis…………………………………………6 2.2 The Input Hypothesis, The ‘Just Read’ Proposal and McLaughlin’s Attention-Processing Model…………………………………….7 v.

(6) 2.3 The Acculturation Model and the Novel as an Aid to EFL Learning…………..8 2.4 Communicative Language Teaching and the Interaction Hypothesis…………10 2.4.1 Communicative Language Teaching……………………………….........10 2.4.2 The Interaction Hypothesis……………………………………………...10 2.5 The Natural Approach…………………………………………………………12 2.5.1 How to Choose an Appropriate Text and Its Reading Goal..………........12 2.5.2 Intervention……………………………………………………………...14 2.6 Action Research….………………………………………….………………...14 2.7 Summary………………………………………………………………………15. Chapter Three 3. Methodology…………………………………………………………….………..16 3.1 Overview……………………………………………………………….……...16 3.2 Subjects…………………………………………………………………….….17 3.3 Materials……………………………………………………………………….17 3.3.1 The Novel The Lion, the Witch & the Wardrobe ………………….........18 3.3.2 The After-reading Worksheets and Portfolios..………………...………..19 3.3.3 The Three Kinds of Tests Involved………………………..….…………19 3.3.4 The Questionnaire on the Novel…………………………………………20 3.4 Rationale, Procedure and What to Do When Teaching…...…………...………..21 3.5 Data Analysis……………………………………………………………….......23 3.5.1 Reading Ability Improvement……………………………………….........23 3.5.2 Correlation to the Improvement…………………………………………..23 3.5.3 The Questionnaire…………………………………………………….......23 3.5.3.1 Why Is the Previous Basis Discarded and What Is in Place……..23 vi.

(7) 3.5.3.2 Feelings about the Novel…………………………………….......25 3.5.3.3 The Subjects’ Reading Ability Increase from Reading the Novel…………………………………………………………25 3.5.3.4 How Reading the Novel Helps the Subjects Learn the Textbook and Raise Interest in Learning English………………..26 3.5.3.5 Attitudes to the Novel Class……………………………………...26 3.5.3.6 Possibility of Future Novel Reading and Teaching………………26 3.5.3.7 How the Responses Concerning Reading Ability and Real Reading Ability Improvement Correspond…………………27. Chapter Four 4. Results……………………………………………………………………….……28 4.1 Reading Ability Improvement in General and among Different Ability Groups………………………………………………………………...28 4.2 Correlations with the Reading Ability Improvement…………………….........29 4.2.1 For All Subjects………………………………………………………….29 4.2.2 For the High Proficiency Group……………………………………........30 4.2.3 For the Middle Proficiency Group…………………………………........30 4.2.4 For the Low Proficiency Group…………………………………………31 4.3 The Questionnaire……………………………………………………………..32 4.3.1 The Overall Responses…………………………………………………..32 4.3.2 How Being Experienced Novel Readers or Not Differs………………...35 4.3.2.1 Being Experienced Novel Readers or Not Differs……………...36 4.3.2.2 Self-perceptions of the Subjects’ English ability Increase…..….38 4.3.2.3 The Questions with the Most “Unclear” Responses………...….39 4.3.2.4 The Questions Receiving the Most Positive Responses..............40 vii.

(8) 4.3.2.5 About the Novel Class…………………………………………..41 4.3.3 How Having Finished Reading the Novel or Not Differs……………….43 4.3.3.1 Having Finished Reading the Novel or Not Differs…………….43 4.3.3.2 The English Ability Questions………………………………….45 4.3.3.3 The Questions with the Most “Unclear” Responses……...…….47 4.3.3.4 The Questions Receiving the Most Positive Responses..............47 4.3.3.5 About the Novel Class………………………………………….48 4.4 How the Responses Concerning Reading Ability and the Gain of Scores on the Posttest Correspond…………….…………………………………........50. Chapter Five 5. Discussion and Conclusions…………………………………………………..….53 5.1 Discussion of the Findings ………………………………………………........53 5.1.1 Reading Ability Increase for All Subjects and Different Ability Groups………………………………………………………….53 5.1.2 The Overall Responses in the Questionnaire to the Novel Reading and Teaching…………………………………………………..55 5.1.2.1 The Feelings about the Novel…………………………………...55 5.1.2.2 What Gains Were Believed to Be Made Due to the Novel Reading……………..……………………....56 5.1.2.3 The Attitudes the Subjects Held Toward the Novel Class Activity……………………………………………………........56 5.1.2.4 The Attitudes the Subjects Held Toward Reading More English Novels, Interest in English Learning and Having Another English Novel Taught to Them in Future…..….............57 5.1.3 The Experienced/ First-time Novel Readers’ Reponses to viii.

(9) the Novel Reading and Teaching……………………………………….57 5.1.3.1 The Feelings of the Experienced/ First-time Novel Readers about the Novel……………………………………………........57 5.1.3.2 What Gains Were Believed to Be Made Due to the Novel Reading by the Experienced/ First-time Novel Readers…………………………….................58 5.1.3.3 The Attitudes the Experienced/First-time Novel Readers Held Toward the Novel Class Activity…………………............58 5.1.3.4 The Attitudes the Experienced/ First-time Novel Readers Adopted Toward Reading More English Novels in Future and Having Another English Novel Taught to Them…………..59 5.1.4 The Finished/ Not Finished Readers’ Responses to the Novel Reading and Teaching……………………………………………..........59 5.1.4.1 The Feelings of the Finished /Not Finished Novel Readers about the Novel……………………………………………........59 5.1.4.2 What Gains Were Believed to Be Made Due to the Novel Reading by the Subjects Who Finished/ Did Not Finish Reading the Novel…………………...60 5.1.4.3 What Sub-skills of Reading Ability Were Believed to Increase Due to the Novel Reading by the Subjects Who Finished/ Did Not Finish Reading the Novel…………………...60 5.1.4.4 Reading Through the Novel Made the Subjects More Likely to Read More English Novels in Future…...……..…..…61 5.1.4.5 The Attitudes of the Finished/Not Finished Novel Readers to Having Another Novel Taught to Them……………61 5.1.5 Responses vs. Reality………………………………………………........62 ix.

(10) 5.1.5.1 The Reading Gains Related Responses and the Score Gains on the Posttest…………………………………………………...62 5.1.5.2 The Novel Reading and the Textbook Study, Which Helped Which ?................................................................63 5.2 Pedagogical Limitations………………………………………………….........64 5.3 Limitations of the Study………………………………………………….........65 5.4 Suggestions for Further Research……………………………………………..66. References…………………………………………………………………………..67 Appendixes………………………………………………………………………….71 A. After-reading Worksheets...............................................................................71 B. Test on the Novel The Lion, the Witch & the Wardrobe……………….........84 C. 納尼亞英文小說讀後問卷調查 …………………………………………..86 D. The Questionnaire on and the Response to the "Narnia" Novel After It Was Taught......................................................................................................87. x.

(11) LIST OF TABLES. Table 1 The Differences between the Pretest and the Posttest for Different Ability Groups……………………………………………………29. Table 2 Significant Correlation Tests on the Novel Test and the Final Periodic Test, on the Novel Test and the Posttest, and on the Final Periodic Test and the Posttest for all Subjects ……………………………..30. Table 3 Significant Correlation Tests on the Novel Test and the Final Periodic Test, on the Novel Test and the Posttest, and on the Final Periodic Test and the Posttest for the H.P.G. ………………………………30. Table 4 Significant Correlation Tests on the Novel Test and the Final Periodic Test, on the Novel Test and the Posttest, and on the Final Periodic Test and the Posttest for the M.P.G. ……………………………...31. Table 5 Significant Correlation Tests on the Novel Test and the Final Periodic Test, on the Novel Test and the Posttest, and on the Final Periodic Test and the Posttest for the L.P.G. ………………………………31. Table 6 General Result of The Questionnaire………………………………………..33. Table 7 How Experinced/ First-time Novel Readers Felt about the Assigned Novel……………………………………………………………..36. xi.

(12) Table 8 How Experienced/ First-time Novel Readers Thought the Novel Helped Increase Their Reading Speed in English…………………………..37. Table 9 How Experinced/ First-time Novel Readers Would Read Other English Novels on Their Own in Future When Time Is Allowed…………..37. Table 10 How Experinced/ First-time Novel Readers Thought the Novel Helped Increase Their Vocabulary………………………………………...38. Table 11 How Experinced/ First-time Novel Readers Thought the Novel Helped Increase Their Knowledge of Grammar…………………………..39. Table 12 How Experinced/ First-time Novel Readers Thought the Novel Helped Learn the English Textbook……………………………………….40. Table 13 How Experinced/ First-time Novel Readers Thought the Group Discussion in Class Helped Understand the Novel………………………..40. Table 14 How Experinced/ First-time Novel Readers Thought Completion of the Worksheets and Answer Checking in Class Helped Understand the Novel……………………………………………………...41. Table 15 How Experinced/ First-time Novel Readers Would Like Their English Teacher to Teach Another English Novel Using the Same Class Activity……………………………………………………………...41. xii.

(13) Table 16 How Experinced/ First-time Novel Readers Thought the Novel Helped Raise Their Interest in Learning English…………………….........42. Table 17 How Experinced/ First-time Novel Readers Thought the Novel Class Activity Helped Maintain Their Interest in Reading the Novel…………………………………………………………………..42. Table 18 How Experinced/ First-time Novel Readers Thought Reading the Novel Helped in Promoting Their Willingness to Read More English Novels in Future……………………………………………42. Table 19 How Those Who Finished / Didn’t Finish Reading the Novel Thought the Novel Helped Raise Their Interest in Learning English…………………………………………………………..43. Table 20 How Those Who Finished / Didn’t Finish Reading the Novel Thought Reading the Novel Helped Promote Their Willingness to Read More English Novels in Future…………………………………...44. Table 21 How Those Who Finished / Didn’t Finish Reading the Novel Would Read Other English Novels on Their Own in Future When Time Is Allowed……………………………………………………45. Table 22 How Those Who Finished / Didn’t Finish Reading the Novel Thought the Novel Helped Increase Their Reading Speed in English………………………………………………………..…………46 xiii.

(14) Table 23 How Those Who Finished / Didn’t Finish Reading the Novel Thought the Novel Helped Increase Their Vocabulary……………………46. Table 24 How Those Who Finished / Didn’t Finish Reading the Novel Thought the Novel Helped Increase Their Knowledge of Grammar…………………………………………………………………...46 Table 25 How Those Who Finished / Didn’t Finish Reading the Novel Thought the Novel Helped Learn the English Textbook………………….47. Table 26 How Those Who Finished / Didn’t Finish Reading the Novel Thought the Group Discussion in Class Helped Understand the Novel…………………………………………………………………..48. Table 27 How Those Who Finished / Didn’t Finish Reading the Novel Thought Completion of the Worksheets and Answer Checking in Class Helped in Understanding the Novel……………………….……..48. Table 28 How Those Who Finished / Didn’t Finish Reading the Novel Would Like Their English Teacher to Teach Another English Novel Using the Same Class Activity……………………………………..49. Table 29 How Those Who Finished / Didn’t Finish Reading the Novel Felt About It………………………………………………………….........49. Table 30 How Those Who Finished / Didn’t Finish Reading the Novel xiv.

(15) Thought the Novel Class Activity Helped in Maintaining Their Interest in Reading the Novel……………………………………………...49. Table 31 The Responses in the Questionnaire Concerning Reading Ability Thought Connected with the Novel Reading ……………………….…….51. Table 32 Correct Answer Rates of Reading Comprehension Questions in the GEPT Pretest and Posttest (in Percentage)…………………….…........51. Table 33 Correct Answer Rates of Vocabulary Questions in the GEPT Pretest and Posttest (in Percentage)………………………………….…….52. Table 34 Correct Answer Rates of Grammar Questions in the GEPT Pretest and Posttest (in Percentage)..............................................................52. xv.

(16) 國立政治大學英國語文學系碩士在職專班 碩士論文提要 論文名稱:英文小說教學與英文閱讀能力之關聯性探討及學生態度之研究 -以一羣台灣高中生為例. 指導教授:羅狼仁博士 研究生:鄒文仁 論文內容摘要:本研究探討對台灣的高中生教導一本完整英文原著小說與其閱讀 能力的關聯性以及學生們對於小說閱讀和小說課的態度。. 一、 研究方法: 1. 受試者為台北地區某一所高中高一的 124 名學生,其指定讀物為 C.S.Lewis 所著之小說「獅子、女巫、魔衣櫥」,所進行的小說閱讀和教學從 2005 年九月 至 2006 年元月為期四個月,以每週一節課的時間用於小組討論和發表,並由教 師導引上課流程,受試者須完成課後作業單並繳交給教師評閲。 2. 在施教前和施教後分別對受試者實施閱讀能力前測及後測,復加之以成對母 體 t 檢定,以檢驗全體受試者和高中低不同能力組別學生的前後測差異,此外亦 實施ㄧ有關小說內容的開書測驗,以便檢驗受試者了解小說的程度,以及蒐集受 試者的期末考英文成績(考的是英文課本)。研究者檢驗了以下三種測驗時間相 當接近的測驗中任兩種之間的關聯:閱讀能力後測、小說測驗、期末考英文測驗。 3. 最後,小說閱讀和教學的問卷調查由受試者填完,並以頻率和百分比分析全 體受試者,而以卡方檢定分析在受教前有無閱讀其他英文小說經驗和受教後是否 讀完整本小說之差異。. 二 、研究結果 1. 在小說教學結束後,受試者的英文閱讀能力不只顯著地提升,而且與小說測 驗成績顯著相關。 2. 而對全體受試者和中低成就組學生而言,小說測驗成績則和期末考成績顯著 相關。 3. 對中成就組學生而言,閱讀能力後測成績和期末考英文成績有顯著相關。. xvi.

(17) 4. 受試者對於英文小說閱讀的反應正面多過於負面的有:對於讀小說的感覺、 對於增進英文閱讀速度及字彙的幫助、提升學習英文興趣的幫助。而對於是否增 進英文文法知識與幫助課本學習,只有少數學生持肯定態度。 5. 受試者對於小說課及其活動的態度呈高度肯定,對於再教一本英文小說的反 應十分熱烈。 6. 讀完指定小說確實與未讀完者在「認為讀指定小說提升今後讀英文小說的意 願」上有顯著不同,而受教前讀過其他小說與教學後讀完小說者,則皆比未讀過 其他小說及未讀完指定小說者,更願意在時間許可下自行閱讀英文小說。 7. 受試者的閱讀技巧增進從多到少依次為:閱讀理解、字彙、文法句型。. 三 、結論: 英文小說閱讀做為一種延伸閱讀其對高中學生學習英文的幫助,不只是認 知上的也是情意上的,與其讓學生自行摸索閱讀英文小說之道,將之當作課堂學 習教材並施以教學將更能有效幫助學生。本研究證明英文小說在台灣高中英文課 程為一門值得教的課,而非僅是一種單單留給學生自行閱讀即可的讀物。. xvii.

(18) Abstract The present study explored the correlations of teaching a complete English novel to high school students in Taiwan with their reading ability and investigated their attitudes to the novel reading and the novel class. The subjects were 124 freshmen students of a senior high school in Taipei, whose assigned material was the novel The Lion, the Witch & the Wardrobe by C.S. Lewis. The reading and teaching of the novel lasted a semester from Sept. 2005 to Jan. 2006, with one period of English class each week spent on small group discussion and presentation monitored and facilitated by the teacher. After-reading worksheets were done by the subjects and handed in for teacher review and assessment. A reading pretest and a post-test were administered to the subjects before and after the treatment, and their reading ability improvement was examined using Paired T tests for all subjects and different ability groups from high to middle and low proficiency groups. Besides, an open-book novel test concerning the content of the novel was given to find out how well the subjects understand the novel. The subjects’ scores of the final periodic test on the English textbook were also gathered so that the researcher could investigate the correlations, with Significant Correlation tests, between any two of the three tests which all took place near the end of the semester: the reading post-test, the novel test and the final periodic test. Finally the questionnaires on the novel reading and teaching were filled in by the subjects and analyzed based on the subjects as a whole with frequency and percentage. Furthermore, distinctions were made based on the differences between those subjects who had read other novels before the treatment and those who hadn’t, and on the differences between those who finished reading the novel and those who didn’t, with Chi-square tests. The major findings of the study are as follows: 1. After the treatment ended, the English reading proficiency of all subjects in xviii.

(19) general has increased significantly, and was found to be correlated with the novel test significantly. 2. The novel test was found to be significantly correlated to the final periodic test for all subjects and the Middle and Low Proficiency Groups. 3. For the Middle Proficiency Group., the post-test was correlated to the final periodic test significantly. 4. The subjects’ more positive responses than negative ones to the novel reading included: feelings about the novel, how the novel reading helped increase reading speed and vocabulary, how the novel helped raise their interest in learning English. As to whether reading the novel increased English grammar knowledge or helped them learn the English textbook, only a minority of them answered positively. 5. The subjects’ attitudes towards the novel class and its activity were highly positive and the responses to having another English novel taught were quite enthusiastic. 6. Having finished reading the novel made a difference for the subjects in believing reading the designated novel promoted their willingness to read more English novels, while being experienced novel readers and having finished reading the novel both made significant differences in the subjects’ willingness to read other English novels on their own when time is allowed for reading. 7. The reading benefits for our subjects in order of importance were: reading comprehension, vocabulary, and grammar and sentence patterns. In conclusion, novel reading, as a form of extensive reading, helps senior high school students learn English cognitively as well as affectively. Instead of letting the students grope their own ways to the English novel, it helps them more when the novel becomes the class material and is taught in class. This study explores the English novel as a worthwhile course to teach in high school curriculum in Taiwan, not just as something left for the students to read all by themselves. xix.

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