The Study of EFL Reading Strategies Used by Proficient and Non-proficient Applied Foreign Languages Students

應用外語系優秀與非優秀學生其英文閱讀策略之研究

10.6665/JLYIT.2009.8.49

蔡正章(Cheng-Chang Tsai)

英文閱讀程度 ； 優秀學生 ； 非優秀學生 ； 英文閱讀策略 ； English reading proficiency levels ； Proficient students ； Non-proficient students ； English reading strategy

蘭陽學報

8期（2009 / 06 / 01）

49 - 54

英文

本研究在於探討中臺灣一所科技大學應用外語系學生，不同英文閱讀程度（優秀與非優秀），其慣常使用之英文閱讀策略各為何。本研究共有三十五名優秀學生與三十三名非優秀學生共同參與。研究方法是讓所有參與研究學生填答一份英文閱讀策略的問卷。資料分析採用SPSS 11.0版之統計套裝軟體。獨立樣本t檢定用來檢驗不同英文程度者（優秀與非優秀者），在英文閱讀策略的應用上有否差異。根據統計分析結果，優秀學生較非優秀學生採用較多的閱讀策略，而且優秀學生傾向於使用「由上而下」之閱讀策略。相反地，非優秀學生則傾向於使用「由下而上」之閱讀策略。

The main purpose of this study which was conducted by the Department of Applied Foreign Languages at an University of Technology in the middle of Taiwan was to examine different students' English reading proficiency levels (proficient and non-proficient) in view of their English reading strategy uses. A total of 35 proficient students and 33 non-proficient students were selected for this study. One reading strategy questionnaire was employed in this study, and the subjects were asked to fill out this questionnaire which extracted information concerning readers' reading strategies. The analysis used the SPSS 11.0 statistical software package. An independent-samples t test was conducted to determine whether there were significant differences in English reading strategies and behaviors used by subjects of different English reading proficiency levels (proficient and non-proficient levels). Overall, proficient readers used a few more reading strategies than non-proficient readers based on statistical analysis. It was found that proficient readers tended to use top-down processing. In contrast, non-proficient readers were inclined to use bottom-up processing.

1. Alderson, J. C.(2000).Assessing reading.United Kingdom:Cambridge University Press.
2. Block, E.(1986).The comprehension strategies of second language readers.TESOL Quarterly,26,463-494.
3. Carrell, P. L.(1989).Metacognitive awareness and second language reading.The Modern Language Journal,7(3),121-134.
4. Eskey, D. E.,Carrell, P. L.(Eds.),Davine, J.(Eds.),Eskey, E (Eds.)(1988).Interactive approaches to second language reading.New York:Cambridge University Press.
5. Flippo, R. F.(2003).Assessing readers: Qualitative diagnosis and instruction.NH:Reed Elsevier Inc.
6. Harvey, S.,Goudvis, A.(2000).Strategies that work: Teaching comprehension to enhance understanding.Canada Stenhouse.
7. Jimenez, R. T.,Garcia, G. E.,Pearson, P. D.(1995).The reading strategies of bilingual Latina/o students who are successful English readers: opportunities and obstacles.Reading Research Quarterly,31(1),90-109.
8. Lau, K. L.,Chan, D. W.(2003).Reading strategy use and motivation among Chinese good and poor readers in Hong Kong.Journal of Research in Reading,26(2),177-190.
9. Pressley, M.(2002).Reading instruction that works: The case for balanced teaching.New York:The Guilford Press.
10. Comprehension instruction: what works
11. Pressley, M.,Afflerbach, P.(1995).Verbal protocols of reading: The nature of constructively responsive reading.New Jersey:Lawrence Erlbaum Associate, Inc.
12. Tovani, C.(2000).I read it, but I don't get it: Comprehension strategies for adolescent readers.USA:Stenhouse.
13. Vacca, R. T.,Vacca, A. L.(2002).Content area reading: Literacy and learning across the curriculum.Boston:A Pearson Education Company.
14. Vellutino, F. R.,A. P. Sweet(Eds.),C.E. Snow (Eds.)(2003).Rethinking reading comprehension.New York:The Guilford Press.

1. (2020)。發現學習論對英文閱讀創新教學之探究。樹德科技大學學報，22(1)，129-148。