國內高成就學生英文閱讀模式與英語成就的探討

Links between Beliefs about Reading and Achievement of English Proficiency among High-Achieving Readers in Taiwan

本研究探討技巧式、互動式以及意義型三個英文閱讀模式與英語成就的關係。樣本為國內35位高成就大一學生。研究工具採用Theoretical Orientation to Reading Profile (TORP)。研究結果顯示，65.7%的高成就學生屬於互動式的英文閱讀學習模式，34.3%的學生屬於技巧式的英文閱讀學習模式。所有樣本中，沒有學生的英文閱讀模式是屬於意義型的。t測試結果顯示，高成就學生之間的英文成績呈現顯著差異：互動式學習模式＞技巧式學習模式，t(33) = 2.4676, p = 0.019。皮爾遜相關係數統計分析顯示，閱讀模式與英文成績呈現正相關，r(35) = 0.553, p = 0.000。本研究結果證明互動式英文閱讀的好處，同時也顯示臺灣學生對英文閱讀持有不同的學習模式。

This study examined the links between achievement of English proficiency and the beliefs about reading among a group of high-achieving readers. The subjects were 35 high-achieving university freshmen who responded to the Theoretical Orientation to Reading Profile (TORP). Descriptive data showed that 65.7% of the high-achievers were believers of the interactive model. The believers of the bottom-up or skills-centered model were 34.3%; whereas, no believer of the top-down or meaning-emphasized model was found. Then, a t-test was performed between the two types of readers by using the subjects’ English scores on the National Joint University Entrance Examination. The result revealed that among the high achievers, believers of the interactive model outperformed those of the skills-centered model, t(33) = 2.4676, p = 0.019. Finally, the Pearson product-moment correlation coefficient was calculated, where a significant positive correlation was found, r(35) = 0.553, p = 0.000. The results of the study support the advantages of the interactive-oriented reading and reveal that EFL students in Taiwan hold different beliefs about the reading process.