在英文為第二語言和為外語的領域中，學習者的期待扮演著重要的角色，進而影響學習者對於新學習任務的觀感。隨著科技的演進，電腦輔助語言學習提供了英文學習者一個嶄新的學習環境，也影響了學習者的期待。然而，低英語學習成就者在線上英文補救課程的期待卻鮮少被探究。 本研究目的為探討低英文學習成就者之期待與其對於線上學習之經驗與看法。本研究的參與者為三位英文低學習成就者。這三位參與者皆為大學一年級的女學生且參加學校提供的線上英文補救教學。本研究使用問卷、英文能力測驗和訪談來挑選適合的被研究者與收集資料。所得到的資訊將會以質性的方式分析並呈現參與研究者的期待、期待之轉變和對線上學習的經驗與看法。 研究結果顯示出不同類型的自我期待影響學習者對線上學習的期待。擁有自我增值類型的自我期待之被研究者傾向於規範自己和期待英文能力進步；擁有自我貶抑類型的自我期待之被研究者傾向於對課程內容設計與同儕學習期待多一點；擁有適當自我評估類型的自我期待之被研究者對於自我學習管理良好且調整自己的學習狀態以適應新的線上學習環境，獲得更好的學習成效。此外，一些相關的議題也對被研究者有相當的影響，例如：面子、焦慮、自我效能、學習團體等。根據研究結果，有四項聲明可以被提出：第一，線上學習者對於面子相當在意；第二，不同自我期待之線上學習者對於焦慮有不同的處理方式；第三，對於線上學習來說，自主學習能力是很重要的。最後，並不是每一位線上學習者皆需要學習社群。 總而言之，線上學習者的內在因素與外在的學習行為是密不可分的。被研究者的線上學習行為與經驗皆被其期待影響。在語言教育者著重於教室內的學習現象的同時，社會文化因素也是需要被納入考量的重要的議題。 / In the field of ESL and EFL, learners’ expectations play a significant role and affect learners’ perception toward upcoming learning tasks. With the advance of technology, the computer assisted language learning provides English learners with alternative learning context, influencing the learners’ expectations. However, low achievers’ expectations in the online remedial English program are rarely investigated. The present study aimed at exploring the pattern of low achievers’ expectations and presenting the experience and perception of low achievers learning online. Participants were 3 English low achievers in a university. All of them were female freshmen and attended the online remedial English course offered by the university. Questionnaires, proficiency tests, and semi-structured interviews were administered to select participants and collect data. Later, the elicited information will be analyzed in a qualitative ways to display the expectations towards the online remedial English course, expectation shift, perceptions and experiences of online learning. The results showed that different types of the self-expectation influenced the learning expectations toward online learning. The participants with self-enhancement tended to regulate herself and expect to improve English proficiency more; the one with self-derogation inclined to expect course design and peer learning more; the one with appropriate self-appraisement regulated herself well and accustomed herself to the alternative online learning context for better learning results. Moreover, some issues played an important role to the three participants, including face, anxiety, self-efficacy, and a sense of learning community. Based on the results of this study, four assertions were proposed. First, face issues were of high concerns of these online learners. Second, learners with different types of self-expectation may treat anxiety in diverse ways. Third, self-regulatory efficacy was important to online learning. Finally, developing a learning community might not be welcomed by all the online learners. To sum up, online learners’ internal factors and external learning behavior were interwoven. The online experiences and performances of the three participants were affected by their expectations. As language educators focus on the learning phenomena in the classroom, the socio-cultural factors are other significant issues needed to be taken into consideration.

溝通式語言教學(CLT)的原則和特色自從1995年就被帶進台灣高中英文教科書的編纂。在溝通能力的四個構成要素之中，社會語言能力是成功溝通的關鍵而且能夠經由語言行為的使用被展現出來。因此，本研究旨在探測語言行為教學在台灣英文教科書中是如何被呈現的。首先，五個最常被使用及研究的語言行為─恭維、請求、道歉、抱怨以及拒絕─在台灣最受歡迎的兩套高中英文教科書─遠東和三民─之對話中出現的次數被統計。然後，對話中主要運用到的觀點，美國的或中國的，以及教科書和教師手冊中的跨文化對照跟比較被檢視。最後，以跨文化的角度分析常和語言行為一起出現的支持性話語以及閒聊，同時，教科書和教師手冊是否有相關的解釋也被探索。 研究結果顯示，五種語言行為當中的大多數在兩套教科書中並沒有被平均地分佈，而以該五種語言行為的呈現手法來看，遠東版教科書在比例上運用較多的中國式觀點，然而三民版教科書在比例上則運用較多的美國式觀點。但是，無論兩套教科書較偏向哪一種觀點，在教科書以及其對應的教師手冊中幾乎沒有跨文化的對照和比較。至於支持性話語和閒聊的呈現方式，研究結果顯示遠東版教科書在恭維、請求和抱怨這三種語言行為的支持性話語和閒聊的呈現並不多，而三民版教科書在請求和抱怨這兩種語言行為的支持性話語和閒聊的呈現也不多，無法提供學生充足的練習機會，同時，就算有支持性話語和閒聊出現在語言行為中，在教科書跟其對應的教師手冊中仍然沒有進一步的解釋以指出美國人跟中國人在使用上的文化差異。基於本研究的研究結果，獲得之教學啟示如後。首先，雖然台灣的高中英文教科書，至少遠東版跟三民版，還沒如此地嚴肅看待語言行為教學，但對於老師來說，向學生介紹語言行為的知識卻是相當重要的，因為如此一來，方能使他們學習如何更有效地與人溝通。再者，身為一位台灣的英文老師，既然語言行為以及伴隨的支持性話語和閒聊在教科書或教師手冊當中，幾乎沒有或很少有跨文化差異性的解釋存在，增加我們語言行為教學的知識就變成了一項不可或缺的事。此外，台灣教科書的出版者應該反省教科書中對話部份的適當呈現方式，使老師能經由語言行為教學的實施改善同學的社會語言能力。最後，本研究當中被用來分析語言行為呈現所運用的主要的觀點(美國的或中國的)之分類系統，不僅對於未來針對台灣其它版本教科書做類似研究的研究者有幫助，也提供第一線教師評判教科書中對話結構呈現適當與否之標準，同時也將語言行為教學的背景知識灌輸給第一線教師。 / The principles and characteristics of Communicative Language Teaching (CLT) have been brought into senior high school English textbooks editing in Taiwan since 1995. Among the four components of communicative competence, sociolinguistic competence is the key to successful communication and can be shown through the use of speech acts. This study, therefore, intended to probe into how speech act teaching is carried out in senior high school English textbooks in Taiwan. Firstly, the frequency of the five much used and explored speech acts—compliment, request, apology, complaint, and refusal—in the conversation part of two sets of the most popular senior high school English textbooks in Taiwan—Textbook F and Textbook S—was counted. Then, the preference, American or Chinese, as well as cross-cultural comparisons and contrasts in both the textbooks and teachers’ manuals, were examined. Lastly, the common co-occurring phenomenon of supportive moves and small talk in speech acts was analyzed cross-culturally and related explanations in both the textbooks and teachers’ manuals were investigated as well. The results showed that most of the five speech acts were not appropriately distributed in both sets of the textbooks, and that Textbook F offered much more Chinese preference than American one, while Textbook S provided proportionately more American preference than Chinese one, in presenting the five speech acts. However, no matter which preference both sets of textbooks favored, there were almost no cross-cultural comparisons and contrasts made in the textbooks or their corresponding teachers’ manuals. As to the presentation of supportive moves and small talk, the findings showed that Textbook F did not present enough supportive moves and small talk in the speech acts of compliment, request, and complaint, and that Textbook S did not display enough supportive moves and small talk in the speech acts of request and complaint for students to learn from, and if supportive moves or small talk were presented, there were still no further explanations in the textbooks or their corresponding teachers’ manuals to point out cultural differences between American and Chinese usage. With regard to the findings in this study, some pedagogical implications are provided. Firstly, although the senior high school English textbooks in Taiwan, at least Textbook F and Textbook S, have not taken speech act teaching so seriously, it is quite important for teachers to introduce the knowledge of speech acts to make students learn how to communicate more effectively. Secondly, as an English teacher in Taiwan, increasing our knowledge of speech act teaching becomes a ‘must’ since there are no or few explanations of cross-cultural differences of speech acts and their supportive moves or small talk in the textbooks or teachers’ manuals. Thirdly, textbook publishers in Taiwan should reflect upon the appropriate way to present the conversation part in textbooks to improve students’ sociolinguistic competence through speech act teaching. Last but not least, the coding scheme used for analyzing the preference, American or Chinese one, in this research, can not only be helpful to future researchers conducting similar studies on other sets of textbooks in Taiwan, but also offer teachers criteria to make judgments on the organization of the conversation part in textbooks and provide them the background knowledge of speech act teaching at the same time.

本文旨在探討透過後設論述觀念的教授，對高中生英文閱讀表現有否顯著效益，同時加以深入分析後設論述觀念，對於不同英語能力程度的學生在其閱讀表現有否不同的效益。 壹、研究方法 (一) 本行動研究以八十位桃園縣立某高中二年級兩班社會組學生為本實驗教學之對象。將兩班學生分成實驗組和控制組，同時在實驗組班級中，依據其在英語分級測驗的成績分配出高分組和低分組。 (二) 兩組受試者先進行閱讀理解的前測，並填寫一份有關其已知語言學習策略之問卷，實驗組學生接受十二週後設論述觀念的閱讀教學，而控制組學生只接受一般高中英文課程教學。 (三) 此外，實驗組學生並填寫有關於後設論述觀念的前後問卷，兩組受試者前後測成績皆以獨立及相依樣本t 檢定統計方法來分析學生的成績。 問卷的結果以百分比形式及統計卡方方法表列；百分比同質性檢定用來分析高分組和低分組學生們對於後設論述觀念教授的不同反應。 統計顯著水準.05 用於所有分析中以決定顯著差異是否存在。 (四) 最後，實驗組受試者須填寫一份有關於他們對後設論述觀念教授的觀感以及策略應用之問卷。 貳、研究結果 (一) 實驗組和控制組間其閱讀表現並有顯著差異。 實驗組學生因有後設論述觀念教授而在閱讀表現上有顯著提升。 (二) 實驗組的高分組與低分組在前後測閱讀表現有顯著差異。 高分組及低分組學生皆因有後設論述觀念教授而在閱讀表現上有顯著提升。尤其對高分組學生閱讀表現助益更大 (三) 問卷結果顯示，大部分實驗組學生對於後設論述觀念教授在閱讀表現上的效益抱持肯定態度。高分組及低分組學生皆持正面態度。 (四) 問卷結果顯示，大部分實驗組學生認為對於後設論述基模中的文本後設論述觀念的學習，較優於人際間後設論述觀念的學習。 (五) 問卷結果顯示，大部分實驗組學生認為，應用文本後設論述中的連接轉折詞及順序詞 對於提升他們英文閱讀能力幫助極大。　 參、研究限制 (一) 本研究在實際高中英文閱讀教學情境中進行，僅以研究者所任教之兩個班級為對象，目的在於透過後設論述觀念教授高中生英文閱讀之研究，探討此教學方法應用於台灣高中學生在英語閱讀學習之成效及可能遭遇的學習瓶頸。因此，若欲據以推論其它不同學校與不同程度學生之教學應用，尚需進ㄧ步探究。 (二) 國外文獻多數討論後設論述觀念與英文作文教學應用，有關於和英語閱讀學習成效的文獻則極為稀少。本研究根據研究結果，提出後設論述觀念教授與第二外語英語閱讀教學意涵上的探討，提供台灣英語教師教學策略的的思考和想法。 / This study explores whether if there are significant effects of metadiscourse schema on senior high EFL students’English reading comprehension. The study further investigates if there are significant effects of metadiscourse schema on reading comprehension for students with different language proficiency levels. It also reports the students’responses to metadiscourse schema on: the textual and interpersonal aspects. The subjects are eighty second-graders from Y.F. Senior High School in Taoyuan County. They are equally divided into the experimental and control groups based on the statistical s-shape distribution. The experimental group is further categorized into high-and low-proficiency subgroups based on the score of the placement test. Subjects in the experimental group take the instruction of metadiscourse schema for reading comprehension in twelve weeks. All subjects take the pre-and post-test for reading comprehension and fill in Questionnaire I. 　　The independent and dependent-sample t-test is used to analyze the subjects’ scores in the tests. The results of Questionnaire II are tabulated in terms of frequency and percentage. The results of Questionnaire II between high-and low-proficiency groups are analyzed by the test of homogeneity of proportions. Besides, the results of Questionnaire III also be discussed and analyzed. The .05 level of significance is used in all analysis as the criterion level for determining a significant difference. The major findings in this study are summarized as follows: 1.There is a significant difference in the reading performance between the experimental and control groups. When metadiscourse schema is instructed to the experimental group, the EG subjects have the significant improvement in reading performance. 2.There are significant differences for the high-and low-proficiency groups in the experimental group between Questionnaire II before and after the metadiscourse instruction. HPG gain more benefit from the instruction of metadiscourse schema than LPG. 3.The results of Questionnaire III on the students’ responses to metadiscourse schema show that most subjects’ perception of the effects of metadiscourse schema on the reading performance is positive. 4.EG subjects gain more benefit from the instruction of the textual metadiscourse than the interpersonal metadiscourse. 5.The results of Questionnaires II on the instruction of metadiscourse schema indicate that logical connectives and frame markers in the textual metadiscourse are the features most frequently used by senior high EFL students Based on the above-mentioned findings, pedagogical implications are provided and further research suggested.

本研究旨在探究並比較小學學生及其英語教師對於有效外語教學之信念。在英語教室中，學生其及老師對於教學的看法有許多相同與相異之處，這些信念會直接或間接影響到教學的有效性。 本研究以問卷調查法進行，對象為台中市34名公立小學英語教師及其811位高年級學生，問卷內容改編自Brown(2009)自編問卷及教育部九年一貫課程綱要 (2007)。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析及薛費事後法分析，獲得結果簡述如下： 1.國小學生及其英語教師對於各項教學法抱持正向的態度。 2.在性別、課外學習經驗、學習英文時間早晚等因素影響下，會影響小學學生對於有效英語教學習的信念。 3.在文法教學上，學生及其教師均持正向態度，教師尤其偏愛歸納式教學。 4.在錯誤糾正上，學生認為教師須立即處理錯誤，但教師們允許適當的忽略。 5.在溝通式教學法上，學生及其教師均持正向態度，但學生對於小組互動的上課方式持較保留的態度。 6.在多元評量方面，學生及其教師均持正向態度，但學生們對於傳統紙筆測驗的看法高於教師們。 根據問卷調查結果，本研究最後提供教學上相關建議以供參考。 / The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness. A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data. The major findings are summarized as follows: 1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies. 2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs. 3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching. 4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times. 5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class. 6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do. Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19332号 / 人博第751号 / 新制||人||181(附属図書館) / 27||人博||751(吉田南総合図書館) / 32334 / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)教授 髙谷 修, 教授 水野 眞理, 准教授 桒山 智成, 教授 鈴木 雅之, / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

有鑑於近年來教育當局對於提升教師教育專業能力的重視以及陸續於一般中等學校計劃實施教師專業評鑑的努力，本研究旨在建構高中英語教師之教學專業能力指標，瞭解279位現職於22所公立高中之新北市高中英文教師對於各指標重要性看法之差異，並針對性別、學歷、學校規模、教學年資等社會背景的教師分析其看法之不同。依據文獻探討與專家效度實施之結果，共建立5大能力層面、13個向度、以及47個指標。問卷分析採用階層程序分析法(AHP)，得出各向度之權重值，排序結果如下： 1.規劃能力：教學規劃比課程規劃重要；這兩項中分別又以規劃適當教學活動及規劃教學程序為重要指標。 2.教學能力：溝通能力與英文能力尤其重要；這兩項中分別又以良好口頭溝通技巧及自我表達能力為重要指標。 3.管理能力：班級管理比資源管理重要；而班級管理中又以良好師生互動為重要指 標。 4.專業成長：掌握學習機會比進行教學研究與革新重要；而掌握學習機會中又以反思個人教學與追求專業成長為重要指標。 5.教學道德：工作態度比專業精神重要；而工作態度中又以與學校同事、學生家長、與附近社區建立良好工作關係為重要指標。 在各向度的指標中，與教學有關係者較受青睞。各背景的教師與所有教師的看法傾 向於一致，只顯示些微的差別。 依據研究結果，本研究亦針對教育當局及高中英文教師提出建議，對於未來研究方 向也提出一些看法，以期對英文教學有些許貢獻。 / Academic authorities have recently laid their prominence on upgrading teachers’ professional competence with the reform efforts of implementing evaluating professional competence on teachers in middle schools. The current study aimed to explore the indicators for evaluating senior high school English teachers’ professional competence, and at the same time, to provide English teachers access to improve and increase teaching efficiency by showing the rankings of indicators under each sub-criterion investigated from 279 English teachers with 4 social background variants in 22 public senior high schools in New Taipei City. The social background variants included gender, educational backgrounds, school size, and total teaching years. In accordance with literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators were established as evaluating standards. The Analytic Hierarchy Process (AHP) was employed and the results indicated that: 1. Planning competence: Teaching planning was more important than course planning. Planning appropriate teaching activities and developing teaching procedures were considered to be the most important in the two sub-criteria respectively. 2. Teaching competence: Communicative competence and English language competence were the first two priorities, but presentation of teaching materials the last. Good oral communicative skills and self-expressive ability were labeled as the most essential indicators respectively. 3. Management competence: Classroom management was rather prominent than resources management. Good teacher-student interaction was especially viewed as important in classroom management. 4. Professional development: Grasping opportunities to learn was taken more significant than conducting teaching research and teaching innovation. In grasping opportunities to learn, reflecting on one’s teaching and seeking professional development were seen as more important than others. 5. Teaching ethics: Working attitude was of higher significance than professionalism, especially establishing good working relationship with school staff, students’ parents, and surrounding communities. In conclusion, indicators which were more helpful to teaching were more favored. Despite their different social backgrounds, teachers tended to show similar opinions on the development of their professional competence. According to the results of the study, some suggestions were provided for professional development of English teachers, teacher training, gender differences of English teachers, teaching experiences, and future studies.

民主成為一股全球性的潮流，帶動女性在缺席以久的政治場域上的出現和積極參與。從1960年斯里蘭卡誕生第一位民選女性總理開始，近半個世紀以來世界各國紛紛出現女性領導人。台灣於1996年首度舉行總統直選，2016年選出首位女性總統蔡英文，這樣的發展對台灣的性別平權有重大意義。本研究旨在透過文獻分析與深度訪談來分析，蔡英文身為一位女性在台灣的脈絡下成為首位女性國家領導人的條件；研究結果發現，政治機會、社會文化與個人資本是女性從政的重要條件。豐沛的個人資本奠定蔡英文政治參與的基礎，也是她進入合格人才庫及參選人才庫的要件；其次，即使具有高教育程度與專業經歷等條件，蔡英文的出場一開始仍然受到「男性不在場」的性別框架限制，但政治機會的出現與把握是她能夠突破參選人才庫的天花板成為民進黨內最高權力者的主因；最後，台灣社會性別文化由排斥女性參政逐漸轉變為鼓勵女性參政甚至欣賞女性政治菁英特質，也成為蔡英文當選總統的重要脈絡條件。本研究最後認為，以蔡英文為個案來探討台灣女性菁英的政治參與的重要意義在於進一步觀察，蔡英文成為首位女性國家領導人是否有助於提升台灣社會整體性別意識、改變父權的社會結構與文化，最終達成多數甚至全體台灣女性的解放。 / Against the background of global trend of democracy, women appear to be more active in the field of politics and public sphere where they have been absent for a long time. Since the election of the first ever female national leader in Sri Lanka in 1960, we have seen more democratically-elected female leaders around the world. Taiwan held its first direct presidential election in 1996, and elected its first female president Tsai Ing-wen in 2016. This is certainly a notable achievement as far as the pursuit of gender equality in Taiwan is concerned. Through literature analysis and in-depth interview and using Tsai Ing-wen as its case, this study seeks to explore the conditions, institutional as well as cultural, conducive to political empowerment and participation of female elites in the context of Taiwan. It is found that political opportunity, women-friendly culture, and personal capital are important for understanding the success of women in politics. In the case of Tsai, abundant personal capital lays the foundation for her participation in the government and in party politics. Which helps her enter ‘the pools of eligibles and of candidates.’ Despite the various forms of capital Tsai has enjoyed, political opportunities were only available for Tsai when “male are absent” specifically within her party, the Democratic Progressive Party. Last but not the least, an emerging more women-friendly culture among the society in Taiwan also contributes to Tsai’s success in politics. This study concludes that the contribution and value of studying the case of Tsai to discuss the elite women 's political participation in Taiwan lie in first, exploring the conditions that help female elites break the glass ceiling in traditionally male-dominate field of politics; and secondly, emphasizing that the election of Tsai as Taiwan’s first ever female president will only be truly meaningful for the pursuit of gender equality when the society’s gender consciousness is enhanced, patriarchal structure and culture changed, and most if not all women liberated.

本研究主要探討在英文敘述文和論說文文本中，英文限定關係子句的篇章功能(discourse functions)。我們主要是從句法、語意、語用和篇章結構(discourse structure)的觀點，來探討限定性關係子句的功能與它在篇章單位(discourse unit)所出現的位置有何關聯。研究結果顯示多數的限定性關係子句出現在篇章單位最前面的位置，而且他們往往引導他們新的先行詞(new head NPs)作為整個篇章單位的主題(topic)。因此我們認為，大多數限定性關係子句會出現在篇章單位最前面的位置，是因為它們有一個很重要的篇章功能，那就是它們要引介新的先行詞作為整個篇章單位的主題。此外，本論文也探討大學英文系學生在他們的英文寫作中，使用限定性關係子句的情形。研究結果發現，在大學生的寫作中，限定性關係子句的先行詞常是泛指，而且限定性關係子句的內容常常是舊有的訊息。因此，台灣大學生鮮少使用限定性關係子句來引導新的先行詞作為篇章單位的主題。我們推論大部份學生並未習得限定性關係子句的篇章功能。本論文根據此研究結果提出一些在英語教學上的建議：在課堂上教導英文限定性關係子句時，應以篇章單位為主，使學生了解限定性關係子句的篇章功能。 / The findings of the previous studies on discourse functions of English restrictive relative clauses are mainly based on spontaneous conversations and written narrations. Rare studies were found on the discourse functions of English restrictive relative clauses in written data. The purpose of the present study, thus, is to investigate the discourse functions of English restrictive relative clauses in written expositions and argumentations by native speakers of English. Also, we study the use of English restrictive relative clauses in the compositions by Taiwanese college students. In particular, we want to know how the discourse functions of English restrictive relative clauses are related to their occurrences in discourse structures. Thus, our analysis includes considerations from four dimensions: syntax, semantics, pragmatics and discourse. We found that the majority of English restrictive relative clauses occur in the beginning position of discourse units. And they serve as a device to introduce their new head NPs as the topics in the subsequent discourse when occurring in such a position. Therefore, we conclude that the main purpose of using a restrictive relative clause is to introduce a new head NP as the topic when the new referent is firstly mentioned in a new discourse unit. Moreover, we examined English restrictive relative clauses in the compositions by English Department juniors to see if the factors found in native speakers’ writings are also at work in their compositions. We found that students have not fully understood the discourse functions of English restrictive relative clauses. Based on our findings, we offer pedagogical implications with the aim of hoping that students can learn the discourse functions of English restrictive relative clauses.

本研究的目的在探討「交互教學法」對台灣國中生英文閱讀能力與後設認知之效益，並研究國中生對此教學的回應。參與本研究的學生為82名苗栗縣某公立高中的兩班九十五學年度九年級學生，實驗組施以12週交互教學法，控制組則為傳統老師講授方式，在教學活動前後，實驗組和控制組所有學生皆施以閱讀理解測驗（採自全民英檢初級閱讀測驗）及後設認知問卷，實驗組多加施以交互教學法回饋問卷。 本研究結果摘要如下： 1. 實驗組與控制組在閱讀理解測驗表現有顯著差異，亦即，交互教學法有效地增進學生閱讀理解表現。 2. 後設認知方面，實驗組在「閱讀信心」、「閱讀困難」和「閱讀能力強的人應具備的能力」三項後設認知能力表現顯著提高，在「有效閱讀策略」與「補救策略」二項之後設認知表現亦有明顯進步。 3. 交互教學法有助於增強學生對閱讀策略的觀念和用法，大部分受試者認為「摘要」與「預測」是最實用的閱讀策略。 4. 回饋問卷顯示，大部分實驗組學生對交互教學法持正面支持態度，並表示願意將所學之閱讀策略運用在未來的英語閱讀中。 根據上述結果，本研究建議國中英語教師可運用「交互教學法」增進學生英 語閱讀能力與後設認知能力，並提升學生學習英語的興趣。同時為了讓「交互教學法」發揮最大效用，教師應考慮學生在語言學習上之個別差異，以避免學生心理上的排斥與學習上的反效果。 / This study aimed to examine the effectiveness of reciprocal teaching in promoting EFL junior high school students’ reading comprehension and metacognitive awareness. In addition, students’ responses to reciprocal teaching were probed. Participants of this study included 82 ninth-graders from two intact classes in one public senior high school in Miaoli in the fall semester of 2006. The experimental group was engaged in reciprocal teaching and the control group was instructed in the traditional teacher-centered method. The reading comprehension test of GEPT at elementary level was used as the pretest and posttest to measure the participants’ reading ability before and after the instruction. Additionally, two questionnaires were adopted: one for investigating the effects of reciprocal teaching on students’ metacognitive awareness and the other for measuring the experimental group’s attitudes towards reciprocal teaching. After twelve weeks of experiment, the main results of this study can now be summarized as follows: 1. The participants’ reading comprehension ability improved significantly after the implementation of reciprocal teaching. 2. The participants’ metacognitive awareness was significantly higher especially in the categories of students’ reading confidence, students’ perceptions of reading difficulties, and students’ perceptions of a good reader. Students’ perceptions of repair strategies and effective strategies, though no significantly different , the participants did make progress in recognition of top-down and bottom-up strategies. 3. Reciprocal teaching helped the participants build up knowledge and use the instructed strategies. The strategies viewed by the participants as the most practical ones were “summarizing” and “predicting”. 4. According to the findings from the response questionnaire, the participants’ attitudes toward and responses to reciprocal teaching may be described as being supportive and positive. In addition, most of the participants expressed their willingness to employ the instructed strategies in their future English reading. The results suggest that reciprocal teaching can be a viable approach to help improve junior high school students’ reading comprehension ability and metacognitive awareness of English reading. Besides, students’ interest in learning can be stirred up. Yet, it should be noted that when conducting reciprocal teaching, teachers need to be taken into account students’ personal difference in language learning to avoid potential rejection.

論文提要內容： 本研究旨在分析及探討遠東及龍騰出版社2006年9月所出版之高中英文教科書(第一冊至第三冊)的文化內涵，所使用的評量依據有二個。一為Moran的cultural knowings framework，其中評量的項目包含了文化內容、文化活動及文化學習結果。除此之外，普通高級中學必修科目「英文」課程綱要(2004年8月31日頒布)中的文化涵養與世界觀之基本能力和進階能力亦為另一評量依據。 本研究的結果總結如下: (1)這兩套教科書所提到的文化以英美文化居多，此種偏向某特定地區文化(culture-specific)的教學，並不符合當今外語教學界所盛行的culture-general教學或 transcultural教學。(2)這兩套教科書中，大部份的文化教學只是「事實呈現」(facts-only) ，幾乎沒有觸及文化觀點及自我文化覺醒。(3)在這兩套教科書中，只有不到12%的活動與文化學習有關。此外，大部份的文化活動目的為收集資料及發展某些文化技能，幾乎沒有論及到發現原因和自我文化覺醒。(4)根據前三項結果，推論出只研讀這兩套教科書的學生可能並沒有成功的文化學習經驗。(5) 這二套英文教科書達到普通高級中學必修科目「英文」課程綱要之大部份文化指標。 根據研究結果，研究者對英文教師、師資培育機構、教科書編輯及出版社提出數點建議。 / Abstract This study first analyzes the cultural load of New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) based on Moran’s (2001) cultural knowings framework—content, activities, and learning outcomes. In addition, each lesson in both sets is examined with the cultural objectives in English Curriculum Guidelines for Senior High Schools issued in 2004 to see if each lesson in both sets achieves all of the cultural objectives. The results of the study are summarized as follows. (1) The foreign cultures mentioned in both New Far East and Lungteng sets of textbooks focus on American and British cultures. This kind of culture-specific information does not follow the current trend of culture-general understanding or the transcultural approach in the world. (2) Most of the cultural content in both sets is just “facts-only” information, hardly touching the concepts of cultural practices, cultural perspectives, and self-awareness. (3) Less than 12% of the activities in both sets are related to cultural instruction. Additionally, the cultural activities center on gathering information and developing skills, rarely on discovering explanations and self-reflection. (4) According to the previous results, it seems that students solely using the two sets of English textbooks are not likely to have a successful cultural learning experience. (5) New Far East and Lungteng sets of English textbooks (from volume 1 to volume 3) achieve most of the cultural objectives in English Curriculum Guidelines for Senior High Schools. Finally, some suggestions are provided on the basis of the findings in this study.