朗讀流暢度的提升：探討三種英語讀者之訓練方法 吳舍翰、曹秀蓉
E-mail: [email protected]
摘 要
本研究採用前測-處理-後測之類實驗設計以探討三種重複朗讀訓練方式：即電腦化示範、同儕指導與教師指導之效益,並比 較此三種訓練方式對於改善英語學習者朗讀流暢度、朗讀正確率及單字發音正確度之效益，同時瞭解學生對於不同訓練方 式之意見。參與者為十位台灣中部某大學英語系二年級的學生。研究工具包括十三段新多益閱讀理解測驗之文章及一份問 卷。實驗分兩個學期，每學期實施十四週。第一週遷移測驗前測在三種訓練方式開始前實施，接著參與者須在每種訓練方 式過程中朗讀四段文章，每段文章中，參與者皆須接受前測、重複朗讀訓練以及後測，固此訓練時間總共十二週。遷移測 驗後測及問卷填答在第十四週所有訓練方式完成後實施。本研究採用的資料分析法為：威爾克森符號等級考驗、弗理曼考 驗、單因子變異數分析與雙因子變異數分析之單純主要效果考驗 。研究結果顯示重複朗讀訓練顯著提升學生的朗讀流暢度 且教師指導為三種訓練中改善朗讀正確率及長音節單字發音正確度最有效之方式。此外，大部分的學生在十二週的重複朗 讀訓練後，朗讀正確度達到百分之九十以上，就單字的音節長度而言，長音節的單字需要更多的練習以及教師在正確單字 發音上的指導，最後，問卷結果顯示所有學生一致認同教師提供的訂正回饋是增進他們朗讀流暢度的關鍵因素。
關鍵詞 : 朗讀流暢度、重複朗讀、每分鐘唸對單字數、朗讀正確率、單字發音正確度 目錄
TABLE OF CONTENTS COVER PAGE SIGNATURE PAGE ABSTRACT(English) iv ABSTRACT (Chinese) vi ACKNOWLEDGEMENT vii TABLE OF CONTENTS viii LIST OF FIGURES xi LIST OF TABLES xii ChapterⅠ.
INTRODUCTION 1 1.1 Background of the Study 1 1.2 Motivation of the Study 5 1.3 Purposes of the Study 6 1.4 Research Questions 7 1.5 Significance of the Study 8 1.6 Definition of Terms 9 1.7 Organization of the Study 12 ChapterⅡ. LITERATURE REVIEW 13 2.1 Oral Reading Fluency 13 2.1.1 Component Structure of Oral Reading Fluency 13 2.1.2 Automaticity of Word Recognition 14 2.1.3 Oral Reading Fluency and Reading Comprehension 15 2.2 Oral Reading Speed and Accuracy 17 2.3 Instruction of Oral Reading Fluency 18 2.4 Word Length and Phonics Knowledge 22 ChapterⅢ. METHODOLOGY 24 3.1 Design of the Study 24 3.2 Participants and Sampling 26 3.3 Instruments 27 3.3.1 Multimedia Computer with Online Modeling 27 3.3.2 Articles for Oral Reading Fluency Training 30 3.3.3 Pretests and Posttests 32 3.3.4 Questionnaire 33 3.4 Procedure of Data Collection 34 3.5 Repeated Reading Training 36 3.6 Data Analysis Method 37 3.7 Pilot Study 37 Chapter IV. RESULTS AND DISCUSSION 45 4.1 Effects of Repeated Reading Intervention on Oral Reading Fluency 46 4.2 Comparison of the Three Repeated Reading Interventions 49 4.3 The Influence of Word Length on Word Pronunciation Accuracy 53 4.4 The Effects of the Three Interventions on Word Pronunciation Accuracy 55 4.5 Learners’ Perceptions towards the Three Repeated Reading Interventions 57 ChapterV. CONCLUSIONS AND SUGGESTIONS 61 5.1 Summary of the Findings 61 5.2 Pedagogical Implications 64 5.3 Limitation of the Study 65 5.4 Suggestions for Further Research 66 ENGLISH REFERENCES 68 CHINESE REFERENCES 81 Appendix A-1：Sample Article (1) 82 Appendix A-2：Sample Article (2) 83 Appendix B：Chinese Meaning of Some Words in the Twelve Articles 84 Appendix C：The Flesch Reading Ease Readability Formula 90 Appendix D-1
：Questionnaire - Chinese Version 91 Appendix D-2：Questionnaire - English Version 92 參考文獻
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