04洪瑄、鄒文莉、吳貴雲_閱讀策略訓練.doc

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1 * Programmer for International Student Assessment 2002 build a nation of reader wtsou@mail.nutn.edu.tw

2 56 reading first read to read ready to learn 2001 Nunan 1999 Nunan Nunan 1999 Neil 1999 strategy strategia Oxford 1990 Oxford 1994 Nunan 1999 Oxford 1990 Jones 1987 O Malley Chamot O Malley & Chamot Rubin 1975 Stern Rubin & Thompson 1982

3 57 Marshall 1989 Rubin & Tompson 1982 Stalling & Kaskowitz 1974 Stevick 1989 Naiman et al 1978 Michael O Malley Anna Chamot O Malley et al a 1985b O Malley & Chamot 1990 Chamot & O Malley Oxford Oxford Neil Neil 1999 Neil 1999 Scarcella & Oxford Brophy 1973 Dunkin & Biddle 1974 Flanders 1970 Taylor et al 2002 ACTIVE A activate prior knowledge C cultivate vocabulary T teach for comprehension I increase reading rate V verify reading strategies E evaluate process Neil 1999 Neil 1999

4 58 Roehler& Duffy 1984 Knapp 1995 Taylor 2000 The National Reading Panel Report 2000 phonics Pressley % Oxford 1996

5 59 Oxford 1989SILL SILL O Malley and Chamot Oxford think-aloud think-aloud

6 60 Santarlasci et al think-aloud think-aloud

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8 62 think-aloud 1

9 ex ok O Malley& Chamot 1990 Biodiversity

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12 66 3 Neil 1999

13 67 think-aloud

14 Brophy, J. (1973). Stability of teacher effectiveness. American Educational Research Journal, 10, pp Bush, G. W. (2001). No child left behind. Washington, DC: Office of the President. Chamot, A. U. & O malley, M. (1986). A Cognitive Academic Language Learning Approach: An ESL Content-based Curriculum. Wheaton, MD: National Clearinghouse for Bilingual Education. Chamot, A. U. & O malley, M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, pp Dunkin, M., & Biddle, B. (1974). The Study of Teaching. New York: Holt, Rinehart, & Winston. Flander, N. (1970). Analyzing Teacher Behavior. MA: Addison-Wesley. Jones, B., Palincsar A., Ogle D., & Carr, E. (1987). Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Alexandria, Va.: Association for Supervision and Curriculum Development. Knapp, M. S. (1995). Teaching for Meaning in High-poverty Classrooms. New York: Teachers College Press. Marshall, T. (1989). The Whole World Guide to Language Learning. Yarmouth, ME: Intercultural Press. Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The Good Language Learner. Toronto: Ontario Institute for Studies in Education. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No ). Washington, DC: U.S. Government Printing Office. Neil, A. (1991). Individual difference in strategy use in second language reading and testing. The Modern Language Journal, 75, pp Neil, A. (1999). Exploring Second Language Reading. Boston: Heinle & Heinle Publishers. Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers. O Malley, M. & Chamot, Anna Uhl. (1990). Learning Strategies in Second Language Acquisition. New York: Cambridge University Press. O Malley, M., Chamot, A. U., & Kupper, L. (1989).Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, pp O Malley, M., Chamot, A. U., Stewner-Manzanares, Gloria, Kupper, L., & Russo, Rocco P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, pp O Malley, M., Chamot, A. U., Stewner-Manzanares, Gloria, Russo, Rocco P., and Kupper, L. (1985b). Learning strategies applications with students of English as a second language. TESOL Quarterly, 19, pp

15 69 O Malley, M., Chamot, A. U., & Walker, C. (1987). Some applications of cognitive theory to second language acquisition. Studies in Second Language Acquisition, 9, pp O Malley, M., Russo, Rocco P., & Chamot, A. U. (1983). A review of the literature on learning strategies in the acquisition of English as a second language: The potential for research applications. Rosslyn, VA: InterAmerica Research Associate. Oxford, R. L. (1989). Strategy inventory for language learning (SILL). Version 7.0 (ESL/EFL). Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publishers. Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7 (1), pp Oxford, R. L., Shearin, J. (1994) Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78 (1) pp Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C., Morrow, L., Tracy, D., Baker, K., Brook, G., Cronin, J., Nelson, E., & Woo, D. (2001). A study of effective first-grade literacy instruction. Scientific Studies of Reading, 5, pp Roehler, L. R., & Duffy, G. G. (1984). Direct explanation of comprehension process. In G. G. Duffy, L. R. Roehler, & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp ). New York: Longman. Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly. 9. pp Rubin, J., & Thompson, I. (1982). How to Be a More Successful Language Learner. [EDRS: ]. Santarlasci, J., & Gabriel S. 2000) Scarcella, R., & Oxford, R. L. (1992). The tapestry of language learning: the individual in the communicative classroom. Boston, MA: Heinle & Heinle Publishers. Stalling, J., & Kaskowitz, D. (1974). Follow through classroom observation syste m (SRI Project URU-7370). Stanford, CA: Stanford Research Institute. Stern, H. H. (1975). What can we learn from the good language learner? The Canadian Modern Language Review. 34 pp Reprinted in Croft Stevick, E. W. (1989). Success With Foreign Languages: Seven Who Achieved It and What Worked for Them. New York: Prentice Hall. Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflection on the how as well as the what in effective reading instruction. The Reading Teacher, 56 (3), pp Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000).Effective schools and accomplished teachers: Lessons about primary grade reading instruction in low-income schools. Elementary School Journal, 101, pp Yang, N. D. (1992, 2002). Strategy inventory for language learning (SILL). Version 7.0 (ESL/EFL). Oxford, R. L. Trans & Modified. Original work published in

16 70 Memory 1 Mem1 2 Mem2 3 Mem3 4 Mem4 5 Mem5 6 Mem6 7 Mem7 8 Mem8 9 Mem9 Cognitive 10 Cog1 11 Cog2 12 Cog3 13 Cog4 14 Cog5 15 Cog6 16 Cog7 17 Cog8 18 Cog9 19 Cog10 20 Cog11 21 Cog12 22 Cog13 23 Cog14 24 Cog15 25 Cog16 26 Cog17 27 Cog18 28 Cog19 29 Cog20 30 Cog21

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24 78 The Effect of Reading Strategy Training on Freshman English Reading in Taiwan Hsuan Hung, Wenli Tsou, Kuei-Yun Wu Department of Languages & Literature Education, National University of Tainan Abstract Most freshmen in Taiwan consider reading in English difficult. They complain about too less vocabulary, grammar and time for English reading. However, according to research, reading is the basic for all learning. Its importance on language learning cannot be underestimated. In order to promote college students reading in English, the researchers of the study decided to integrate reading strategy training in one freshmen English class. According to a questionnaire administered to all freshmen in National University of Tainan, the study categorized and selected appropriate reading strategies to be used in the classroom and designed a training program of six weeks to be instructed in a freshmen English course. Questionnaire, reading comprehension tests, classroom observations were used to collect data. The results of the study indicated that training on reading strategy can promote students motivation and confidence in reading. After the training, students had more positive feelings toward reading since they knew there were effective ways to help them read. In addition, different reading strategies could be applied to different types or genres of texts. Students were introduced and trained to practice different reading strategies with different types of text in class. Finally, students application of reading under regular practices and exams were also compared. The researchers concluded that English teachers need to differentiate reading strategies for different types of text under different kinds of reading situations(e.g., practice, exams, etc), so students can apply appropriate reading strategies to facilitate their reading for greater reading achievement and enjoyment. Key words: Freshmen English, reading, reading strategy, examination strategy

59 1 MSLQ 2. MSLQ 2. 1 被试 196 107 20. 9 Kuhl 1987 Corno & Kanfer 1993 D rnyei 2001 31 10 % 111 commitment control strategies 37% 65 21% 112 37% metac

59 1 MSLQ 2. MSLQ 2. 1 被试 196 107 20. 9 Kuhl 1987 Corno & Kanfer 1993 D rnyei 2001 31 10 % 111 commitment control strategies 37% 65 21% 112 37% metac 58 * 英语词汇习得自我调节能力与四级英语成绩的关系石运章本研究以 D rnyei 自我调节策略系统为理论指导, 对通过整群随机抽样得到的 8 个专业 300 名非英语专业二年级大学生词汇学习自我调节能力与四级英语成绩的关系进行