本研究針對澎湖縣馬公市三十四位國小五年級學童，進行五週標註系統輔助不同模糊容忍度學童進行英語閱讀學習的課程，旨在透過標註系統探討不同模糊容忍度之國小學童，在標註系統使用表現上的差異，以及使用標註後標註行為與閱讀成效的改變。 本研究蒐集了量化與質性的資料，量化的資料方面，以第二語言模糊容忍度量表、全國兒童暨青少年英語分級檢定之文章與測驗，與政大圖資所「數位圖書館暨數位學習實驗室」所開發的Glias閱讀標註系統為工具，獲得教學實驗資料進行統計分析；質性資料方面，係透過課堂討論學習單與半結構式訪談，獲得資料並進行分析。茲將主要研究發現分述如下： 一、標註系統有助於提升學習者的英語閱讀成績，特別有助於模糊容忍度低的學習者。 二、透過開放式標註，不同模糊容忍度學習者在部分類型標註與總標註數量上都顯著地減少，尤其是模糊容忍度中與低的學習者。 三、透過開放式標註，整體學生在個人意見的標註數量上顯著地增加。 四、不同模糊容忍度的學習者在開放式標註系統的標註字數與被投票數的表現上有所差異，但經過兩次開放式標註系統的使用後則無顯著差異。 五、不同模糊容忍度的學習者最喜歡建立也覺得最有用的都是解釋類型的標註，但不同模糊容忍度的學習者喜歡的理由各異。 六、模糊容忍度不同的學習者瀏覽時最喜愛的標註類型不同。 七、在兩次開放式標註下，不再是標註數量或標註字數多，分數才高。 八、重點提醒的標註寫得越好的學習者，其英語閱讀測驗成績越高。 九、模糊容忍度各組中進步最多者都善加應用標註系統的優勢。 十、多數學生對開放式標註系統輔助英語閱讀持肯定態度。 基於上述研究結果，本研究亦針對實務教學者與後續研究提出相關建議。 / This research focused on studying 34 elementary grade 5 students at Magong City, Penghu County and proceed five weeks of classes on students’ with different tolerance of ambiguity in English reading study through the assistance of annotation system. The purpose is to learn the differences on the students studying performance through the assistance of annotation system on students with different tolerance of ambiguity and the changes of reading result and annotating behavior after using the annotation system. This research collected a lot of quantitative and qualitative data, in terms of quantitative data, there are second language tolerance of ambiguity scale chart, the general English proficiency tests’ articles and tests for children and teenagers, and the statistical analysis gathered using the Glias reading annotation system tool developed by NCCU Graduate Institute of Library, Information and Archival Studies’ “digital library and digital learning laboratory.”; in terms of qualitative data are data and statistics gathered through class discussion and semi-structured interviews. A summary of the key findings are: 1. Annotation system effectively increases the English reading scores for students especially with low tolerance of ambiguity. 2. Through open annotation labeling, different students with different tolerance of ambiguity effectively reduced some types and the total numbers of annotation labeling, especially for students with medium and low tolerance of ambiguity. 3. Through open annotation labeling, the number of labeling in students personal opinion have increased. 4. Students with different level of tolerance of ambiguity have different performance in terms of the number of open annotation labeling system and the number of system that were voted, but after using open annotation system for two times, there were little differences. 5. Students with different level of tolerance of ambiguity like to establish and also think the most useful annotation labeling is the explanation types, but their reason for liking the system varies. 6. The favrorite browsing type of annotation labeling for students with different level of tolerance of ambiguity varies. 7. After two open annotation labeling, the score doesn’t increase when there are more annotation labeling. 8. The better annotation labeling for the main point is related to the higher score on the English reading test. 9. In different groups of students of different level of tolerance of ambiguity, the students that improve the most are students who know how to use the annotation system to its advantage. 10. Most students agreed that open annotation system is effective in assisting reading English articles. In conclusion, this research will also propose related suggestions to practice educators and the follow-up studies.

本篇論文藉由探討主題推進類型 (thematic progression patterns)與凝結關係 (cohesive ties) 在高中英文教科書課文的呈現以及在英文大學入學考試試題 (綜合測驗，文意選填，篇章結構) 上的應用，來提倡篇章結構的閱讀方法；希望在英文閱讀方面能有啟發的功效。首先，高中英文教科書中敘述文和說明文類型的文章被挑選出來作分析。為了解釋文章的主題發展，功能語法觀點 (Functional Sentence Perspective) 的語言學家Daneš提出四個主題推進類型，分別為Type 1: Simple Linear TP，Type 2: TP with a continuous (constant) theme，Type 3: TP with derived T’s，Type 4: Exposition of a Split Rheme。Cloran另外建議兩個主題推進類型Type 5: Theme > Rheme 和Type 6: Rheme > Rheme。這六種主題推進類型再加上由Halliday and Hasan所提出的五種凝結關係 (cohesive ties, i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion) 被用來分析上述的文章並且應用在英文大學入學考試試題的解題。研究發現除了上述六種預設的主題推進類型之外，第七種類型被歸為Referential Type，涉及指稱詞 this和that 的使用。其他的發現敘述如下：在高中英文教科書文章分析方面，Type 1和Type 2出現的頻率最多，第二多是Type 5 and Type 6；Referential Type排名出現頻率的第三名，而Type 4少見，Type 3最罕見.。另外，在英文大學入學考試試題的應用方面，結果亦大致符合上述。至於凝結關係 (cohesive ties) 的頻率，指稱詞 (reference)，尤其是人稱代名詞出現最多次，字彙 (lexicon) 次之，然而大部份都是相同字 (same word or repetition) 的一再重複出現；其他字彙的呈現，如同義詞 (synonym)、反義詞 (antonym)、搭配詞 (collocation)、統領詞 (superordinate) 等稍嫌不足。 / Because little attention has been paid to the explicit teaching of text structure in local senior high schools, this present study analyzes the reading texts to explore how students are exposed to expositive and narrative text types and how the text is structured. Reading texts are selected from textbooks for senior high school students and then theme categories, thematic progression types and cohesive devices are analyzed. Combined Daneš’s theory with Cloran’s suggestion, the following six types of thematic progression (TP) are identified: Type 1, Rheme>Theme pattern (> means ‘followed by’); Type 2, Theme>Theme pattern; Type 3, Split Theme; Type 4, Split Rheme; Type 5, Theme>Rheme pattern; and Type 6, Rheme>Rheme pattern. Besides, five cohesive ties (i.e. reference, substitution, ellipsis, conjunction, and lexical cohesion) proposed by Halliday and Hasan are identified as clue to trace the progression. Next, evidence is found to decode gapped passages in Integrative Test (綜合測驗, i.e. Cloze Test), Semantic Choice (文意選填), and Discourse Structure (篇章結構). Besides the presupposed six progression patterns mentioned above, one more type is found and categorized as Referential Type. The progression of Referential Type involves the use of cohesive device this or that. The findings are presented as follows: In the analysis of reading texts in EFL textbooks, thematic progression of Type 1 R>T and Type 2 T>T predominates the frequency of occurrence, while thematic progression of Type 5 T>R and Type 6 R>R follows behind, and Referential Type ranks third in terms of frequency, followed by Type 4 Split R outnumbering Type 3 Split T. Furthermore, while applying to the analysis of test passages, the outcome of progression types is roughly correspondent with what is mentioned above. As for cohesive ties, reference predominates the frequency of occurrence, followed by lexicon. Of all the cohesive devices, items of personal reference are found to appear most frequently, and then the second most are items of the same word. Through the exploration and analysis of thematic progression and cohesive devices, it is hoped that students’ awareness of textual organization will be enhanced and thus help activate efficient reading.

過去二十多年來，多元智能理論在教育界受到極大的重視與推崇，該理論對於外語課程與教學亦有所啟發。本研究旨在調查國小高年級學生的多元智能與英語閱讀能力之關係，主要探討和英語閱讀能力相關的多元智能，並比較英語閱讀高低成就者與不同性別學生在多元智能與英語閱讀成績方面之差異，以供英語閱讀課程設計及教學作參考。 本研究之對象為台北縣257名國小六年級學生，以「多元智能評量表」及「英語閱讀能力測驗」為研究工具，進行量化調查研究，以描述統計、多元迴歸、獨立樣本T考驗等統計方法分析結果。 本研究之主要結果如下： 一、以國小學生之多元智能分佈而言，其人際智能、空間智能、內省智能以及 肢體運動智能較強，然其自然智能、語言智能以及音樂智能較弱。 二、以國小學生之英語閱讀能力而言，其英語對話能力差異較大，然其單字部 分差異則較小。 三、國小學生的英語閱讀能力與多元智能有顯著相關，亦即英語閱讀能力與邏 輯數理智能、音樂智能達顯著正相關，與自然觀察智能達顯著負相關。 四、英語閱讀高低成就者在多元智能分佈上有顯著差異。亦即高成就者每一項 多元智能皆顯著高於低成就者，且以邏輯數理智能、音樂智能、及語文智 能差異最大。 五、英語閱讀高低成就者在英語閱讀能力方面有顯著差異。亦即高成就者之英 語閱讀能力，在單字、句子、對話的等方面，皆顯著高於低成就者之英語 閱讀能力。 六、不同性別的學生在多元智能分佈有顯著差異。亦即女生的音樂、人際、語 文、內省等智能皆顯著高於男生。 七、不同性別的學生在英語閱讀能力上有顯著差異。亦即女生在閱讀英語單 字、句子的表現方面，皆顯著高於男生。 八、不同性別的學生主要和英語閱讀能力相關的多元智能並無差異，亦即男女 生之邏輯數理智能皆與英語閱讀能力達顯著正相關，且女生的人際智能和 英語閱讀能力達顯著負相關。 最後，研究者根據上述之研究結果，對英語教師與教材編輯者提出建言，期能藉由瞭解國小生多元智能與英語閱讀能力之相關性，增進對於英語閱讀能力的理解，進而提升英語閱讀課程設計與教學之效能。 / The Multiple Intelligences theory, having received great attention of educators over the past two decades, has made great contributions to language education by casting light on curriculum development and pedagogy. Accordingly, the purpose of this study was to explore the correlation between elementary school students’ multiple intelligences and English reading proficiency. In addition, the study compared the differences between students’ English reading proficiency and multiple intelligences in terms of proficiency level and gender. The participants were 257 sixth graders from two urban and two rural elementary schools in Taipei County. The MI Inventory and English reading proficiency test were adopted in the study. The data were analyzed through descriptive statistics, multiple regression, and T-test. The major findings of this study were as follows: 1. Elementary school students were stronger interpersonal, spatial-visual, intrapersonal, and bodily- kinesthetic intelligences, yet weaker in naturalist, linguistic, and musical intelligences. 2. As far as elementary school students’ English reading proficiency was concerned, the greatest gap existed in their dialogue ability, yet the smallest gap existed in their vocabulary ability. 3. Elementary school students’ multiple intelligences were significantly correlated with English reading proficiency. Their English reading proficiency was positively correlated with logical-mathematical and musical intelligences, but negatively correlated with naturalist intelligence. 4. There were significant differences in the distribution of multiple intelligences between high and low achievers in English reading proficiency. High achievers were stronger in all of the eight multiple intelligences than their counterparts, particularly in logical-mathematical, musical, and linguistic intelligences. 5. There were significant differences in English reading proficiency between high and low achievers. Compared with low achievers, high achievers performed better in the vocabulary, sentence, and dialogue sections of the English reading proficiency test. 6. There were significant differences in the distributions of multiple intelligences between different genders. Namely, girls’ musical, interpersonal, linguistic, and intrapersonal intelligences were significantly stronger than those of boys’. 7. There were significant differences in English reading proficiency between different genders. More specifically, girls performed better than boys in the vocabulary and sentence sections of the English reading proficiency test. 8. Boys and girls had the same dominant intelligence of English reading proficiency, i.e. logical-mathematical intelligence. In addition, girls’ interpersonal intelligence was negatively correlated with English reading proficiency. Based on the findings of the correlation between multiple intelligences and English reading proficiency, the researcher provided English teachers and material designers with constructive suggestions to improve the curriculum development and pedagogy for English reading.

隨著資訊社會的來臨，數位文本逐漸普及，數位閱讀已成為閱讀的主要發展趨勢。相較於傳統偏向於線性閱讀的紙本閱讀模式，在閱讀過程中常以非線性進行閱讀的數位閱讀必須要有適當的輔助閱讀策略或機制，方能改善淺層閱讀，以及無法長期持續閱讀的問題。換言之，為提昇讀者在數位閱讀環境中的閱讀理解和成效，數位文本需要設計更有效的輔助閱讀機制來引導讀者進行更有效的閱讀學習，而發展高層次的閱讀認知策略鷹架輔以閱讀，為一可行的發展方向。 基於上述原因，本研究在「合作式數位閱讀標註系統」輔以數位閱讀的環境中發展閱讀認知策略鷹架，並與沒有結合此鷹架的「合作式數位閱讀標註系統」進行比較，以驗證有採用閱讀認知策略鷹架的實驗組學習者，是否在英語閱讀理解成效、科技接受度及學習滿意度上優於沒有採用閱讀認知策略鷹架的控制組學習者。也進一步探討「合作式數位閱讀標註系統」輔以所結合的閱讀認知策略鷹架對於場地獨立與場地依賴不同認知風格、以及高低不同英語起始能力者在英語閱讀理解成效、科技接受度及學習滿意度的影響。 實驗結果發現，在使用「合作式數位閱讀標註系統」之學習情境下，採用閱讀認知策略鷹架之實驗組學習者的閱讀理解成效、平台瀏覽次數以及各類型策略標註數量皆優於控制組學習者；並且場地相依型學習者的閱讀理解進步分數優於場地獨立型學習者。也就是本研究在「合作式數位閱讀標註系統」所發展的閱讀認知策略鷹架能有效協助學習者提升其閱讀理解成效，特別是場地相依型認知風格的學習者。另外，無論是對高分、中間、或低分組的學習者而言，採用閱讀認知策略鷹架之英語閱讀理解成效皆優於沒有採用閱讀認知策略鷹架；最後也發現認知有用性、認知易用性及學習滿意度三者之間具有顯著關連性。 / With the coming of the Information Age, digital texts are getting more and more popular. Compared to the traditional paper-based reading, nonlinear digital reading requires proper strategies or mechanism to help improve the shallow reading and short-term retention, which have been reported as the main disadvantages of digital reading. In other words, readers need inferential reasoning and comprehension monitoring strategies in order to keep concentration while reading digital texts. A scaffold of cognitive reading strategies, therefore, was developed and combined into Collaborative Digital Reading Annotation System (CDRS) in this study. It aimed to confirm whether the learners in the experimental group with the scaffold of cognitive reading strategies support outperformed the learners in the control group without the scaffold of cognitive reading strategies support on English reading comprehension, technology acceptance degree, and learning satisfaction. Furthermore, this study also examined the effects of distinct cognitive styles of field independence and field dependence and learning capability between both groups on English reading comprehension, technology acceptance degree, and learning satisfaction. The experimental results present the following findings. First, the learners in the experimental group applying CDRS with the scaffold of cognitive reading strategies outperformed the learners in the control group using CDRS without the scaffold of cognitive reading strategies on English reading comprehension, platform views and annotation numbers of four different cognitive strategies. Besides, while reading by CDRS combined with the scaffold of cognitive reading strategies, the field-dependent learners significantly outperformed the field-independent ones on reading comprehension gain. Moreover, the learners in the experimental group, either with high, medium or low learning capability, remarkably outperformed the ones in the control group on English reading comprehension. Finally, significant correlations among perceived usefulness, perceived ease of use, and learning satisfaction in both groups were found.

本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。 / The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike.