英文閱讀理解策略使用之探討

What Makes Them Better Readers? An Inveatigation of Reading Comprehension Strategies in an EFL Context

本文旨在探討科技大學學生在英文閱讀時，理解策略的使用情形以及不同程度學生在策略使用上的差異。研究採放聲思考法，針對中部24位科技大學學生進行訪談。量化分析顯示，科技大學學生在閱讀英文時普遍採取由下而上的閱讀模式。另外，不同程度的學生在某些閱讀策略的使用上出現顯著性的差異。例如，程度好的學生比較會注意到文章的整體結構，也比較會利用個人的生活經驗來理解文章內容，同時對文章的內容有較多個人的想法。相反的，程度差的學生在認字和句子分析上出現比較多的問題。質化的分析更進一步的顯示不同程度的學生在策略使用上的差異性。最後，本文提出研究的限制以及在英文閱讀教學上的建議。

The study examines the types of reading comprehension strategues used by EFL readers while enganed in think-aloud tasks, as well as the different strategies that set apart more skilled readers from less skilled. Data include think-aloud protocols and retrospective verbal reports of 24 students enrolled at a technical college in central Taiwan. A quantitative analysis reveals a more bottom-up approach to reading comprehension by EFL readers in a general way. Also, a number skilled readers and less skilled. More skilled readers were reported to show more awareness of text structure, draw on more personal experience to strengthen comprehension, and be more fond of expressing personal attitudes toward the text, whereas the less skilled readers showed more problems with a number od loewr-level skills, such as word recognition and sentence parsing. A qualitative analysis of the protocols throws further attention to these numerical differences. Limitations of the study are addressed and some pedagogical implications for teachers and students in an EFL context are suggested.