本研究旨在探討使用閱讀網絡圖對於臺灣高中生閱讀理解能力的影響，並分析學習者對於使用閱讀網絡圖後的態度觀感。 根據研究目的，所採用的實驗工具為閱讀理解測驗以及態度問卷。實驗對象為台中市某私立高中的92名學生。實驗進行前，實驗組與對照組的學生們接受閱讀理解前測。在為期六週的教學期間，實驗組接受閱讀網絡圖教學訓練，而對照組則接受傳統的教師講述閱讀教學方式。實驗後，兩組學生接受閱讀理解後測；實驗組另在後測結束後填寫問卷。資料分析透過描述性統計、T檢定、與ANOVA檢視閱讀網絡圖教學的效益；問卷旨在瞭解學生對於閱讀網絡圖輔助閱讀理解的態度和看法。 研究主要結果如下： 1.閱讀網絡圖有助於學生閱讀理解。此外，閱讀網絡圖對於學生在回答克漏字網絡圖題型有助益，但其顯著差異並未反映在選擇題的作答表現上。 2.學生對於閱讀網絡圖抱持正面的態度。第一，他們給予網絡圖正面回饋；第二，他們肯定網絡圖對於閱讀理解及文章架構的助益；第三，他們表示有意願在未來應用閱讀網絡圖於英語文章或其他學科的學習上。 綜合研究結果，本研究透過瞭解閱讀網絡圖在閱讀教學上的效益，期能提供教師對於閱讀網絡圖的使用有更一步的瞭解，以充分幫助學生的英語閱讀學習。 / The present study aimed to investigate the effects of graphic organizer instruction on Taiwanese senior high school students’ reading comprehension. Also, it explored students’ attitudes toward the use of graphic organizers. Based on the purpose of this study, instruments included reading comprehension tests and an attitude questionnaire. Two intact classes of 92 private senior high school second-grade female students in Taichung City participated in the study. The classes were first divided into the experimental group and the control group. Before the treatment, the reading comprehension pre-test was administrated. During the six-week instruction, the experimental group received graphic organizer instruction, while the control group received the traditional reading instruction. After that, the effects of graphic organizer instruction were evaluated through measures of reading comprehension post-test. The attitude questionnaire was distributed to the experimental group right after the post-test. The quantitative analysis of the mean scores on comprehension tests was conducted through descriptive statistics, t-Tests, and two-way ANOVA to indicate the effects of graphic organizers. In addition, the data of the questionnaire were analyzed for students’ attitudes toward and perceptions of graphic organizers. The major findings of the study were listed below: 1. The results of comprehension tests showed a significant effect of graphic organizer instruction on reading comprehension of senior high school students. Besides, the graphic organizer instruction positively affected students’ performance on answering cloze graphic organizer questions, while its effect on students’ answering multiple-choice questions was not salient. 2. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of graphic organizers. First, the students expressed positive feedbacks toward the use of graphic organizers. Second, they confirmed the benefits of graphic organizer instruction like increasing their reading comprehension and familiarizing themselves with text structure. Third, they generally showed their willingness to apply the use of graphic organizers to future learning while reading English articles or studying other subjects. To conclude, this study may be of importance in understanding the effectiveness of graphic organizers in its application of reading instruction, as well as in providing English teachers with a better understanding of how to use graphic organizers so as to offer learners with best help.

本研究以某國中之某一班級學生為研究對象，藉由長時間觀察班級友誼動態網絡圖之變化，來了解班級內同學之間的互動和交友情形。 在研究方法上，兼採量化與質化研究。量化部分，本研究採用自製問卷，自2010年9月至2011年10月，共計進行九次問卷，將問卷以NETDRAW軟體製成動態網絡圖，並以UCINET軟體做資料分析及密度檢定，比較各次問卷之間的友誼網絡密度，是否會受到學校內活動或其他特殊事件的影響；質化部分，配合量化分析結果，以教師觀察、訪談、校園活動事件觀點，分析友誼網絡變化的可能原因，期能成為教師在班級團體輔導上的參考。 根據研究發現，本研究的結論如下： 一、班級內友誼動態網絡圖可幫助導師掌握同學交友情形。 二、學生的友誼網絡及網絡密度可能會受到校內活動或特殊事件而改變。 三、班級內的同儕團體中，男生可分為大團體、小團體，而女生可分為活躍主導團體、非主流團體、內向團體和邊際團體。 四、班級內同儕團體間的互動情形是：女生的界線明顯，互動不多；男生界線不明顯，互動頻繁。 五、男女生的友誼網絡密度不同，其中原因可能是對「朋友」定義的認知差異。 六、導師對於班級內受排擠同學，若未及時處理，則不易立即改變被排擠的現象。 綜合以上，本研究提出的建議如下： 一、未來的研究者，可多以青少年為研究對象，並以量化和質化研究並用之方式進行。 二、導師應即時給予被孤立者協助。 三、可透過不同的分組策略，增加班級內彼此不熟悉同學的互動。 四、導師可透過問卷，掌握學生的交友狀況。 五、學校可以開設交友相關課程，讓青少年懂得如何與人相處。

本研究旨在探討網絡圖教學對高中生英文字彙習得的影響。網絡圖已廣泛運用於閱讀教學，且the Frayer model之前的研究都專注在學科領域的單字與閱讀教學。然而在以英語為第二外語的環境中，針對使用the Frayer model於網絡圖教學是否能增進學習者字彙習得(vocabulary acquisition)與記憶保留(word retention)，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究「網絡圖暨傳統單字教法」與「純傳統單字教法」對高中生英文字彙習得與記憶保留的影響。 研究對象為台灣北部一所公立高中一年級兩個班的六十九位學生，具有相同英文能力的這兩個班級被隨機指定為實驗組與控制組。在歷時六週的實驗教學中，實驗組與控制組分別接受「網絡圖暨傳統單字教法」與「純傳統單字教法」來學習三十二個主要單字。之後，兩組受試者隨即接受包含所有主要單字的研究者自編測驗，以得知兩組受試者的單字習得情形。一個月後，兩組受試者再次接受相同的單字測驗，以進一步得知單字的記憶保留情形。本研究主要發現如下：(1)整體而言，接受「網絡圖暨傳統單字教法」的實驗組學生習得大多數的主要單字，但單字保留成效不佳；(2)總括來說，接受「純傳統單字教法」的控制組學生習得並保留大多數的主要單字；(3)在單字習得與記憶保留成效方面，接受「網絡圖暨傳統單字教法」的實驗組學生顯著優於接受「純傳統單字教法」的控制組學生；(4)「網絡圖暨傳統單字教法」與「純傳統單字教法」對於高英語學習成就者的單字習得與記憶保留皆有正面影響，但只對低英語學習成就者的單字習得有正面影響；(5)對於高英語學習成就者之單字習得而言，「網絡圖暨傳統單字教法」的成效優於「純傳統單字教法」：然而，對於單字記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。對於低英語學習成就者之單字習得與記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。最後，研究者針對「網絡圖暨傳統單字教法」與「純傳統單字教法」在實際教學上的應用提供建議，以作為教育學者們的參考。 / This study intends to explore the effects of graphic organizer instruction on vocabulary acquisition of senior high school students. Though graphic organizers have been widely employed in reading instruction and previous studies on the Frayer model focus on vocabulary and reading in content areas, little research has been conducted on whether graphic organizer instruction utilizing the adapted Frayer model will facilitate learners’ vocabulary acquisition and word retention in an EFL context. Therefore, this present study adopted a quantitative research method to investigate the effectiveness of two different vocabulary instructions, i.e., “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” on senior high school students’ vocabulary acquisition and word retention. Participants of this study were two classes of 69 first year students in a public senior high school in northern Taiwan. With similar English proficiency on General English Proficiency Test (GEPT), the two classes were randomly assigned as the experimental and control groups. During the six-week instructional experiment, the experimental and control groups received “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” respectively to learn 32 target words selected in this study. After receiving the last vocabulary instructions, both groups took the immediate post-test, a researcher self-designed test, to assess their acquisition of all the target words. One month after the immediate post-test, both groups received the delayed post-test, which was the same as the immediate post-test, to track their word retention. The major findings are summarized as follows. (1) As a whole, learners receiving “graphic organizer plus traditional vocabulary instruction” acquired most of the target words but did not retain them one month after. (2) Overall, learners receiving “traditional vocabulary instruction only” not only acquired the target words but also retained them in a month. (3) In terms of vocabulary acquisition and word retention, learners receiving “graphic organizer plus traditional vocabulary instruction” significantly performed better than those receiving “traditional vocabulary instruction only”. (4) Both “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” promoted high proficiency learners’ vocabulary acquisition and word retention, but were only effective in low proficiency learners’ vocabulary acquisition. (5) High proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” significantly acquired much more target words than those receiving “traditional vocabulary instruction only”, but similarly retained target words as those receiving “traditional vocabulary instruction only”. Low proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” acquired target words as well as retained the words to a similar extent. Pedagogical implications and recommendations for further research were provided at the end of the thesis.