英文閱讀策略與英文閱讀理解能力之關係

The Relationship between English Reading Strategies and Comprehension

閱讀是語言習得的基礎，提供視覺信息的獲得，並使學習者能夠用說或寫的形式來達到信息的傳達與溝通，閱讀也是知識習得的一個主要獲得方法。本研究之目的乃提高學員考「TOEIC多益」國際職場英語溝通能力證照的高分，培養學 員能有效的使用閱讀策略，以便提高他們上多益證照班的閱讀學習成效。藉著探討學員缺乏那些有效的英文閱讀策略及英文閱讀教師如何經由訓練來彌補，讓學員能適當地使用這些策略，以獲取好的英文閱讀理解能力。本研究採取實驗教學法，以屏東勞工大學14位學員及美和進修學院21位學員，共35位在職學員為研究對象，主要研究工具是「英文閱讀策略使用之量表」及「學員自我認知的英文閱讀策略教學影響英文閱讀成效之問卷」。問卷數據經統計分析獲得結論如下：一、學員們最常使用的閱讀策略是「補賞閱讀策略」，例如：我會依據前後文之意思，來了解艱深難解的字。二、學員們最不常使用的閱讀策略是「後設認知閱讀策略」，例如:我會使用圖解閱讀策略，如流程圖、概念圖及串連之圖表等。三、女性比男性較多使用「認知閱讀策略」及「記憶閱讀策略」及男、女兩性對閱讀策略的使用沒有顯著得不同。四、學員們使用閱讀策略愈多，不見得他們的閱讀理解能力就愈高。本研究結論：英文閱讀訓練需要學員們持之以恆，多花時間、多閱讀、多練習，才會熟練地使用有效的閱讀策略（合適的閱讀策略，搭配合適的閱讀文體），才能達到有效地閱讀理解。畢竟，閱讀報紙及閱讀教課書，學員會使用不同的閱讀策略來達到其閱讀理解的目的。本研究建議：後續此閱讀教學研究，若使用一套「多益」模擬題做前後測，則更能客觀有效地得知學員們閱讀學習成效。

Reading provides the visual input that serves as the basis for languageacquisition and enables learners to interact in written and spoken communication. Also, reading is a receptive behavior in knowledge acquisition. The purpose of this study was to discover learners’ effective English reading strategies as an essential ability for their learning process so as to increase their English reading achievement for the certificate of the TOEIC (the Test of English for International Communication) class. Other purposes were to investigate which reading strategies adult learners lack and which strategies can be used in the instruction to compensate for the deficiencies in order for learners to attain better English reading comprehension. The participants were 35 adult learners from two non-traditional-aged classes, including fourteen students from Pingtung Labor College and twenty-one from Meiho University’s College of Continuing Education. The experiment lasted for one semester. Both classes used the same TOEIC textbook under the guidance of the same instructor and followed the same curriculum. At the end of the semester, thirty-one learners were given the two questionnaires. One questionnaire was developed to investigate learners’ application of different strategies in reading comprehension. The other questionnaire was designed to evaluate from learners’ perspectives if indeed the reading strategies did facilitate learners’ reading comprehension and to collect learners’ responses and suggestions about the training. The findings showed that the most often-used category among learners was compensation strategies; with the next being, memory strategies. The least often-used strategy was meta-cognitive. Female learners reported using both cognitive and memory strategies more often than males did, but no overall differences were found between the genders. The English reading strategies most commonly used didn’t positively improve the learners’ English reading comprehension. After all, learners would not use the same strategy for reading a newspaper as they would for reading a textbook. Finally, the study concludes that reading instruction requires learners to do a great deal of reading practice over an extended period of time and to have much exposure to reading in order to improve their English reading ability.