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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/84226

    Title: 產出式閱讀與興趣式引導閱讀對學生閱讀態度及投入之影響;The Influence of Production-based Reading and Interest-based Reading on Students’ Reading Attitude and Engagement
    Authors: 李芸;Lee, Yun
    Contributors: 網路學習科技研究所
    Keywords: 英語閱讀;閱讀態度;閱讀投入;心流;English reading;reading attitude;reading engagement;flow
    Date: 2020-07-29
    Issue Date: 2020-09-02 18:31:09 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 現今全球往來頻繁,人與人之間的交流都需要透過英語,英語也成為了一項必備的能力,但對於學生來說,閱讀僅被視為跟語言科目學習有關的能力,認為閱讀只是為了課業或是擁有好成績,過去大多研究著重探討學生閱讀之學習成效等外在影響,較少探討學生情感方面對英語閱讀的影響,因此本研究透過兩階段不同的英語閱讀活動,探討學生在不同閱讀活動下的閱讀書籍狀況、閱讀投入的變化以及兩階段活動後英語閱讀態度之差異。
    ;Nowadays people worldwide contact frequently. English has become an indispensable language and the main language for people to communicate. But for students, reading is considered as an ability related to language subjects, only for homework or getting good grades. Most of the past researches focused on students’ learning effectiveness, but few of them explored students’ feelings on English reading. Therefore, through two different stages of English reading activities, this study explores the changes of students’ reading engagement and the difference of English reading attitude after two different English reading activities.
    The English books prepared for the activities are divided into six levels. 21 students in 6th grade in an elementary school in Taiwan who use English as a second language participated in this study. This study conducted “production-based reading” activity in the first semester, and
    “interest-based reading” activity in the second semester. In production-based reading activity, students are divided into groups, and they can choose the English books they want to read and draw the story they read. In the end of this activity, students shared their works on stage. In interest-based reading activity, students are free to choose English books, and tell the researcher what they choose so that the researcher can record. After students finish reading the books, they are asked some questions related to the books what they read by the researcher. If students clearly understand the story, the researcher will give students stickers as a reward. After that, students can continue to choose books to read.
    According to the results of this research, in production-based activity, the books selected by students are affected by the activity task. In interest-based activity, male students borrow more books than female students. For students with different prior knowledge, the level of the books what they choose are also different. After two different reading activities, the results show that students’ dislike of English can effectively be reduced. In terms of gender, for male students, English activities can effectively enhance their intrinsic interest and reduce their dislike of English. For female students, English reading activities not only can help them understand more vocabulary, but also reduce their anxiety when they cannot understand the meaning of English words and sentences. In terms of prior knowledge, for low-achievement students, although English reading activities can reduce their dislike of English, but they need someone help them to read. For middle-achievement students, English reading activities can effectively enhance their reading interest, and think that reading English books is less difficult to them. For high-achievement students, they are more concentrate on reading during interest-based reading activity than production-based reading activity.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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