本研究嘗試由「情境」面向探討讀者的行為。從讀者與一本小說的相遇開始，在看似隨機而偶然的交會中，其實已經是暴露在許多具象或抽象情境交錯的場域中。 首先，就讀者與小說相遇的情境來說，不同的空間情境對讀者的影響力有所不同。本研究強調的是個別的讀者會因為個人的情境及當下的情境，而對文本產生獨特的解讀。 在本研究中對讀者的訪談中，亦發覺「重讀」的行為受到諸多內在及外在情境影響。在外在的情境方面，生命中遭逢的事件有時會讓讀者聯想到曾經閱讀過的小說。而內在情境的部分，讀者在不同的生命時期重複觀看同一本書，會有不同的體會，與年齡、所經歷的生活體驗不同有關。 進一步而言，小說對讀者所產生的意義，與能夠從生活情境中找到呼應的事物有關。本研究的讀者，在結合生活情境與小說內容的互動中，主要展現在「從文本延伸」及「主動創造情境」兩種行為模式。 本研究嘗試結合讀者研究與閱聽人研究，從中找出讀者主動創造文本情境的各種場景。對於此類閱聽人的行為，本研究提出以「情境」作為觀察的角度，一方面是為了打破傳統閱聽人研究過於簡化的分類標準，或是將閱聽人視為某個集群的詮釋社群概念，亦即從傳統對閱聽人及閱聽人對文本的詮釋進行分類跳脫出來，強調個人的經驗與個人的情境對其解讀媒介的影響，由此角度進行研究，更可以看出閱聽人詮釋方式的多元面貌。

閱讀是一切的根本，而圖書館是推廣閱讀和提供全民終身學習的場所。本研究為探討苗栗縣公共圖書館閱讀推廣成效評鑑與讀者滿意度，以提供本縣及其他縣（市）級圖書館作為提升服務品質的參考。本研究採取訪談法、文獻分析法及問卷調查法進行，採便利抽樣方式以苗栗縣18鄉鎮市立公共圖書館使用讀者為調查對象，發出樣本數共1,050份問卷，回收問卷969份，扣除樣本資料不完整者，有效樣本910份，有效問卷回收率為86.66%。 本研究利用SPSS統計軟體進行問卷統計，並以敘述性統計、獨立樣本t檢定、單因子變異數分析、信度分析等方法進行統計分析，研究分析結果如下： 一、基本資料：使用圖書館民眾以女性較多，職業以學生讀者為主，參加閱讀推廣活動最主要的訊息來源為海報文宣DM、網站、親友通知。最常參加的圖書館閱讀推廣活動為繪本共讀、說故事活動。 二.調查結果：對於本縣公共圖書館閱讀推廣成效與讀者滿意度調查顯示獲得讀者支持與肯定，整體表現滿意度高。民眾滿意度最高之前六項為：「嬰幼兒」館藏（4.66）、「兒童」館藏（4.62）、「借書次數」比以前增加（4.60）、推廣活動「訊息的提供管道」（4.59）、「Bookstart閱讀起步走-嬰幼兒」閱讀推廣活動（4.58）及「兒童」閱讀推廣活動（4.58）。而民眾最不滿意的之前六項為：「本土語言」館藏（3.13）、「多元文化」館藏（3.15）、「多元文化」閱讀推廣活動（3.20）、「本土語言」閱讀推廣活動（3.32）、「銀髮樂齡」館藏（3.70）及「銀髮樂齡」閱讀推廣活動（3.84）。 最後提出本研究結論，作為公共圖書館經營與運作之參考，並對未來相關後續研究提出建議。 / Reading is the foundation of everything, and the library is the place to promote reading and provide lifelong learning for all. This study aims to survey the overall satisfaction of Miaoli County Public Library patrons and examine the effectiveness of the library’s reading programs. The methods covered by this research study include a personal interview, literature analysis, and an expansive survey on Miaoli County Public Library patrons from the main library and its 18 branches. Of the 1050 questionnaires that were distributed as part of the survey, 969 questionnaires were completed. The questionnaires with incomplete answers were excluded, and the remaining 910 surveys were used in this analysis, resulting in a response rate of 86.66%. In this study, the researcher uses descriptive analysis, independent T-test, one-way ANOVA, and reliability test to analyze the data. The results are as follows: Most of the patrons of Miaoli County Public Library are female and students. The patrons primarily acquire information about reading activities through library posters, the online website, or by word of mouth from their family members. The most popular library reading promotion activities are the picture book reading and story-telling activities. The results also show that most patrons are satisfied with the library’s service and promote reading activities. They are most satisfied with the library’s infants and young children collections (4.66), children collections (4.62), frequency of borrowing books (4.59), bookstand activities (4.58) and reading activities for children (4.58). Otherwise, they are most unsatisfied with the library’s native language collection (3.13), Multiculturalism collection (3.15),reading activities on Multiculturalism (3.20), reading activities of native language (3.32), collections for elders (3.70) and reading activities for the elders (3.84). The results of this study are presented as reference for improving public library operations and can serve as insight for future research.

論文提要內容：由於電腦科技的進步，多媒體光碟課體已應用在外語的學習；這種全新的媒體會不會直接或間接影響閱讀策略之使用，及閱讀理解之能力？是本研究所關心並感興趣的主題。 這個研究主要是觀察六十位以英語為外語學習目標的學生，他們在閱讀電腦光碟及閱讀書面時，如何使用閱讀策略？研究的方法包括出聲思考及實驗比較兩種方式。結果發現，使用資源型(resourcing)閱讀策略比傳統閱讀策略(local-meaning-getting, global-meaning-getting, monitoring/ regulatory reading strategies)來得多；但書面閱讀的閱讀理解能力表現卻比多媒體閱讀來得好。 所以，語言學習者不應該太仰賴那些不須自己花太多功夫，隨手可得的線上資源型閱讀策略；然而多媒體閱讀課體仍可以提供讀者很多相關背景知識來輔助他們閱讀。因此閱讀策略的教學應該列入語言教師的教學計畫裏，傳統閱讀策略的使用應該在閱讀中被視為一個很重要而且根本的元素，資源型閱讀策略是無法取代它們的。 透過這個研究，我們希望提供一些實證資料及有用的建議給語言學習者，讓他們利用電腦科技來成功地學習語言。 / Due to the advancement of computer technology, multimedia CD-ROM courseware is applied to foreign language learning. Will this brand-new media directly bring about an impact on reading strategies and indirectly make a contribution to reading comprehension? This is the main concern and interest of the study. The study investigated how 60 EFL students used reading strategies in CD-ROM and in printed context. The research methods included think-aloud protocol and experimental comparison approach. It was found that resourcing strategies are used more than the traditional reading strategies, that is, local-meaning-getting, gtobal-meaning-getting, and monitoring/ regulatory strategies. However, the reading comprehension performance in paper reading is better than that in multimedia reading. Thus, language. learners should be taught not to refer to on-line resourcing strategies too much without exercising efforts themselves, but they can take much background knowledge from reading courseware to facilitate their reading. The instruction of reading strategies should be included in the teaching programs of language teachers. Traditional reading strategies ought to be regarded as a fundamental element in reading and can not be replaced by resourcing strategies. Through this study, it is hoped that learning language with computer technology can bring a success to language learners by providing empirical data and useful suggestions.

本研究之目的在於探討家庭閱讀環境、教室閱讀環境與幼兒閱讀成效之關係，以及不同家庭社經地位之幼兒其幼兒閱讀成效之差異情形。幼兒閱讀成效在本研究為一整體的概念，包括幼兒閱讀態度、幼兒閱讀行為與幼兒閱讀能力(聲韻覺識、識字、閱讀理解)。 本研究以130位就讀台北市公立幼兒園大班五足歲幼兒及其父母與教師作為研究對象。事先發放家庭閱讀環境問卷、教室閱讀環境問卷請家長與教師填，學前兒童閱讀行為檢核表亦請家長與教師協助完成。最後為130位幼兒進行一對一個別施測(幼兒閱讀態度、幼兒閱讀能力─聲韻覺識、識字、閱讀理解)。 研究結果顯示，家庭社經地位高者，其幼兒的閱讀行為、聲韻覺識達顯著差異，但無論來自何種家庭社經地位，幼兒閱讀態度、識字與閱讀理解方面則無顯著差異。此外，家庭閱讀環境與幼兒閱讀成效間無顯著的相關性；教室閱讀環境其構面僅「教師對閱讀的支持」與幼兒閱讀行為達顯著相關，其他構面「閱讀空間及資源」、「閱讀課程與活動」、「同儕互動」與幼兒閱讀成效無顯著的相關性。 本研究針對統計結果進行分析與討論，並對家長、幼兒園教師及未來相關研究提供建議，期待能對幼兒閱讀成效在家庭閱讀環境、教室閱讀環境中的培養有所助益。 / The purpose of this study was to understand the relationship among home reading environment, kindergarten classroom reading environment and Child’s effects for reading, regardless of socio-economic status(SES).Their Child’s effects for reading includes young children reading attitudes, young children reading behavior and young children reading ability. Their literacy includes phonological awareness, word recognition, and reading comprehension. A total of 130 five-year-old young children and their teachers from public kindergartens participating in this study in Taipei, were given the Questionnaire of home reading environment and kindergarten classroom reading environment for their parents and teachers, and checklist of young children reading behavior for their parents and teachers. At last, individual test Child’s effects for reading one by one had been conducted (including young children reading attitudes, young children reading ability─phonological awareness, word recognition, and reading comprehension.). The results showed that the higher the socio-economic status, the better their young children reading behavior, and phonological awareness, but there is no differences in young children reading attitudes, word recognition, and reading comprehension. In addition, the home reading environment and child’s effects for reading have no significant correlation. The kindergarten classroom reading environments and child’s effects for reading have no statistically significantly relationship, only 「Support-to-read teaches」and young children reading behavior have statistically significant relationship. In this study, statistical analysis of the results and discussion for parents, kindergarten teachers and future research recommendations, is looking forward to helping Child’s effects for reading in the home reading environment and kindergarten classroom reading environment.

本論文主旨在探討以廣泛閱讀方式將電子書運用於國中英語補救教學的課程，對於英語補救教學學生在辨認字義、閱讀理解與英語閱讀態度的影響。文中亦探討學生在實行課程當中所面臨的困難與挑戰，以及對此課程之看法。本研究以六位來自新北市八年級英語補救教學學生為研究對象，每週上課一次為期26週，課程分兩階段進行。第一階段為上學期16週，採學生個人閱讀方式；第二階段則為下學期10週，加入同儕閱讀夥伴方式閱讀。兩階段課程之前後，分別以英語測驗作為前後測。而在本研究開始前及結束後，均對學生進行閱讀態度的量測，使用工具為Yamashita (2013)的第二語言閱讀態度量表。在全部課程結束後，所有學生須填寫關於本課程的問卷。 研究結果顯示在第二階段加入閱讀夥伴後，學生在辨認字義上有顯著進步。在閱讀理解方面則成效不明顯。而且，此課程對於補救教學學生在英語閱讀態度有正面影響。根據研究結果，本研究建議國中英語教師可妥善安排閱讀夥伴，以電子書廣泛閱 讀方式融入補救教學來提升學生的認字能力與英語學習態度。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to investigate how e-book extensive reading as a remedial program (EERRP) affects English remedial learners’ word recognition, reading comprehension, and reading attitudes towards English. It also attempts to explore the difficulties and challenges met by the remedial students and their responses to the EERRP. Six eighth-grade remedial students at a junior high school in New Taipei City were participants in this study. The 26-week program was divided into two stages with one class period every week. Stage 1 included individual reading for the first 16 weeks and Stage 2 included pair reading with reading partners for the remaining 10 weeks. The Test of English Word Recognition and Reading Comprehension was administered to the remedial students as pre-test and post-test in both stages. The degree of changes in reading attitude was assessed by using the reading attitude scale (Yamashita, 2013) before and after the EERRP. At the end of the program, a post-study questionnaire was administered to each of the participants. The results showed that there was a significant difference in word recognition skills after the inclusion of reading partners in Stage 2. The effect was not quite as good for reading comprehension. Moreover, it was found that the EERRP had positive effects on the attitudes of the struggling EFL readers towards reading English. Based upon the findings, it is suggested that junior high school English teachers can make good use of reading partners and employ the EERRP to facilitate the word recognition skills and enhance the attitudes towards learning of struggling students. Pedagogical implications and suggestions for future studies are presented as well.

悅讀是指讀者自己挑選有趣的書籍，自發性地廣泛閱讀。本研究是要探討悅讀對國中生的閱讀動機，閱讀能力，和寫作能力的影響。本實驗邀請台北市某所國中61位的八年級生參加，分為實驗組(悅讀組)和對照組(傳統閱讀組)。本實驗共為期23週，在學生的英文閱讀課進行，每週一次，每次45分鐘。實驗期間， 實驗組在上閱讀課時只專心於閱讀自己所選的圖畫故事書，而對照組則繼續原來由老師所主導的傳統閱讀課程。實驗進行前後二組學生都接受全民英檢的閱讀和寫作能力測驗及閱讀動機評量。這些測驗資料由電腦進行量化處理與分析，個別訪談結果則用來輔助說明結果與討論。 結果顯示，經過悅讀的實驗，學生的整體閱讀動機提升了。此外，多面向的動機顯示，參與者的閱讀自信和閱讀成就與目地深受悅讀課程所影響，尤其是參與者從悅讀中產生很強的愉悅感，也增強了自信心。此結果證明了悅讀的最大功能—增進愉悅感。但是此研究並未發現悅讀能有效地改進參與者的閱讀和寫作能力。 因為小樣本及有限的資料，本實驗結果只能提供建議性而非決地性的結果，不過本實驗還是能提供一些教育性的建議。如悅讀能納入學校課程當作正規英文課的輔助。學校每天的早自習是讓學生悅讀的最佳時間。另外，賦予不同程度的學生不同的閱讀目標與配合適當的閱讀活動能增進他們的英語能力。爲了更深刻了解悅讀對國中生的效益，最好從校內全體的七年級生開始進行為期三年的悅讀課程，最後以高中入學的基本學力測驗英文科成績來檢驗其成效。期待面對繁重課業壓力的國中生能透過悅讀快樂地並有效地學習英文。 / Pleasure reading refers to any reading in which self-motivated readers pick up books they are interested in and engage themselves in those books. Pleasure reading has long been recognized as a powerful tool for fostering reading interest and enhancing literacy development. This study aimed to investigate the impacts of pleasure reading on EFL junior high school students’ reading motivation, reading comprehension, and writing ability. Sixty-one eighth graders in a junior high school in Taipei were divided into the experimental group (pleasure reading group) and the control group (traditional reading group). This program was carried out during the English Reading class, once a week with 45 minutes for each period. During the 23-week reading program, the experimental group only focused on reading self-selected picture books without any instructions while the control group still received the skill-based reading approach. Before and after the program, their reading and writing ability were examined by the reading and writing tests of General English Proficiency Test (GEPT) and their reading motivation was measured by the Motivation for Reading Questionnaire (MRQ). The data collected were analyzed quantitatively and the interview data were utilized to interpret and support the findings. The results revealed that the experimental group participants’ overall reading motivation was enhanced significantly after the program. As for the multifaceted motivation, the results showed that the participants’ “reading self-efficacy” and “reading achievement values and goals” were influenced strongly by pleasure reading. Among the 12 reading dimensions, “enjoyment” was the most significant factor. All the findings confirmed the main value of pleasure reading-- reading for enjoyment, and such enjoyment promoted students’ reading motivation very positively. With respect to the participants’ reading and writing ability, the results did not show significant improvement. Pleasure reading did not influence the participants’ language proficiency positively. However, both groups made some progress in the posttest in the gain score. Therefore, pleasure reading appeared to be at least as effective as the traditional reading approach. Pleasure reading was more interesting and enjoyable for junior high students. Although the results may not be taken as conclusive because of limited data and small samples, this study still provides some pedagogical implications and suggestions. Pleasure reading can be implemented into school curriculum as a counterpart of regular English class, a kind of skill-based English class. The school’s morning session is a good time for students to read self-chosen materials. Moderate tasks should be set for students with different language levels to conquer. Appropriate reading activities can be integrated to help stimulate students’ reading. To get a clear picture of its effect on junior high level students, it is necessary to conduct the program for a longer duration and with larger samples. Therefore, it is suggested that further study can start with all the seventh graders in junior high schools and the study should last for three years. The entrance exam of senior high school, the Basic Competence Test can be adopted as the measurement of language proficiency. It is expected that junior high students under academic pressure can learn English happily and effectively.

繪本共讀對學前及低年級兒童而言，因可同時增加兒童閱讀的經驗以及閱讀能力，故十分受到重視。過去文獻亦指出成人與兒童進行繪本共讀，確實能促進兒童的讀寫萌發能力，惟成人運用何種策略的助益較大，尚未有結論。閱讀最重要的目的在理解，然過往繪本共讀研究的焦點主要集中於繪本共讀對聲韻覺識等解碼能力的效果，較少觸及繪本共讀對兒童理解能力的影響，更少討論推論理解等較高層次的理解歷程，是否會影響兒童在繪本共讀時的表現。 本研究旨在探究成人不同的共讀策略以及不同閱讀理解層次的內容，是否會對兒童繪本閱讀歷程產生影響？實驗一操弄提問式與評述式兩種共讀策略，並以眼動儀(Eye Tracker)觀察記錄大班與小一兒童在共讀繪本時的眼動表現。結果顯示提問式策略對大班兒童注視目標圖區的引導功能較評述式策略強，但評述式策略則較提問式策略更能引導兒童凝視目標字區。大班兒童在不同策略時的眼動與語音對應性，在不同區域的差異相反，顯示圖畫與文字兩種區域，在繪本閱讀的歷程中，可能扮演不同的角色、提供不同的訊息。 實驗二進一步將成人與兒童的互動內容分為文義與推論理解兩不同閱讀理解層次，討論不同的共讀策略及閱讀理解層次對小一兒童的繪本共讀是否有所影響。結果同樣發現提問式策略可引導兒童注視目標圖區，而評述式策略則有助兒童凝視目標字區。在不同閱讀理解層次的影響上，則發現推論理解層次時，評述組兒童注視目標圖區時間高於文義理解；而文義理解層次的內容，對引導提問與評述兩組兒童注視目標字區的幫助則高於推論理解層次。惟語音對應凝視時間的指標，反映出評述組兒童目標字區推論理解的對應凝視比例高於文義理解，與凝視時間比例之策略差異相反。 評述組兒童在推論理解層次的內容時，凝視目標圖區的時間比例顯著高於文義理解，在文字區域文義理解高於推論理解的差異亦達顯著，顯示不同層次的閱讀理解內涵，確實會影響兒童看圖看文的眼動表現，故推知圖畫與文字兩區域，其資訊本質並不相同。而推論理解在目標字區的語音對應凝視比例高於文義理解的結果，則代表推論理解較文義理解更能引導兒童在繪本共讀時的注意力，並有機會使兒童可整合圖畫與文字兩類資訊。 文獻指出單純聆聽成人唸誦繪本內容，不針對內容加以明確的引導與互動，並不會對兒童的讀寫萌發能力有顯著的幫助。本研究進一步發現成人運用提問與評述等不同策略，及不同閱讀理解層次的互動內容，可分別引導兒童注視繪本畫面上不同的區域，使兒童在閱讀歷程中獲取推論或文義理解所需之不同訊息。因此，進行繪本共讀的活動時，成人或教育工作者應選擇適合的互動策略、設計不同理解層次的互動內容，並依據不同的互動與教學目的交替使用，以使繪本共讀對兒童的閱讀理解歷程發揮最大的功效。 / Since benefits of shared book reading (SBR) to young children’s emergent literacy have been manifested, numerous studies have emphasized the advantage of SBR to children’s decoding ability (e.g. phonological awareness).Even though the most important purpose of reading is comprehension, research which focus on the effects of SBR to comprehension ability is still scarce, and especially so for studies which discuss the relationship between SBR and higher level comprehension ability (e.g. inferential comprehension). The influence of adult’s interactive strategies on children’s reading comprehension is also indistinct too. The present study investigated the effects of adults’ interactive strategies and comprehension levels of interactive content on children’s comprehension process during SBR, which was reflected by the eye movement data. Experiment 1 compared reading behaviors of preschool and first-grade children under question versus comment strategies. Experiment 2 explored the effects of comprehension level of adult’s interactive content and interactive strategies on first-graders. Results of experiment 1 and 2 revealed that the question strategy drew preschoolers’ attention to target picture area (critical for story comprehension), while the comment strategy guided it to word area. Moreover, children paid more attention to target picture area in the inferential condition than the literal one and the data on target word showed the opposite pattern. Results confirm that adults’ explicit references during SBR can attract children’s attention to different areas on shared book, and thus enhance respective aspects of the comprehension process. Therefore, using interactive strategies and interactive content with high comprehension level contribute more to children’s literacy and comprehension development than simply reading to them.

隨著網路的發展，人們的閱讀習慣和閱讀行為一直不斷的進化與改變。過去的研究指出在這數位化的年代，更多的網路閱讀習慣的研究需要再進一步的進行與更新，以便英語教育者更加了解英文學習者如何使用網路幫助他們的英語學習。本研究欲探討大學生如何運用網路幫助他們的英語學習，此研究主要探索大學生英文網路閱讀的習慣以及他們對於英文網路閱讀的觀感。此外，此研究更進一步探討大一學生和大四學生在英文網路閱讀及觀感上是否有差異。 本研究採取質性研究，以北台灣兩所大學為例，參加本研究的學生一共有四十九位學生，分別有二十五位大四英文系學生以及二十四位大一英文系學生。資料收集主要採用焦點團體訪談的方式，以半結構式的方談方式採訪了十八組學生。學生的訪談資料收集後，將訪談內容轉為逐字稿以進行內容分析。 本研究主要發現，學生上網閱讀英文的主要目的是完成學校作業。學生喜歡在網路上閱讀和課業有關的文章、比較聳動以及容易記住、輕鬆的文章主題（例如：休閒活動和藝術）。學生也喜歡在網路上挑選比較簡短、比較具有信賴度和權威性的文章閱讀。根據網路上各種英語學習資源以及學生所提供的資料來分類，本文中整理出學生經常使用的英文學習網站，以供參考。此外，在網路上閱讀英文時，學生比較有動機閱讀有多媒體呈現的文章內容。當在網路閱讀英文時，遇到閱讀理解有問題，學生通常利用線上網路字典或是網路即時翻譯的功能，以幫助他們對文章的理解。 學生提出在網路閱讀英文有些缺點，包含缺乏靈活性、容易分心和迷失方向、提供過多的資訊、缺乏人體工學的考量。此外，學生也提出網路閱讀的優點。學生認為在網路閱讀可以讓他們省時、省錢的得到資訊、得到快速更新的資訊以及其他人的觀點、得到不同形式的資訊、與他人溝通、製作自己的閱讀檔案、增進英文學習、同時處理很多事務。學生也提出一些建議給有意願使用網路教學的的老師，以便老師能夠了解他們的真正的需求與困難。例如，他們希望老師能夠推薦他們有用的網站、教導他們網路搜尋技巧、並且能夠將網路的使用真正的融入課堂中。 本研究也發現大一學生和大四學生在網路閱讀習慣及觀感最主要的相異之處在於大四學生比大一學生習慣將英文融入他們的日常生活中，以便他們透過網路來增加學習英文環境的機會。此外，大四學生比較能夠有技巧性地運用網路資源，以解決他們在網路閱讀上遇到的問題。相反地，大一學生仍然需要老師教導他們一些技巧來解決在網路上閱讀所遇到的問題，以及教導他們如何分辨可信賴和不可信賴的網站。 希望本研究的發現可以讓教育者瞭解大學生如何使用網路來幫助他們的英語學習，以及網路的使用如何影響他們的閱讀習慣。文末進一步提出相關建議，作為教育學者們教學上的參考。 / With the advancement of the Internet, people’s reading habits and behaviors have been evolving and reshaped. Previous studies indicated that more research on reading habits in this digital age is necessary to be further investigated and updated to eke out EFL educators’ understanding of EFL learners’ uses of the Internet to facilitate their English learning. This study attempts to explore how undergraduate students use the Internet to facilitate their English learning by delving into their habits and perceptions of reading English on the Internet and whether there is any difference between undergraduate freshmen and seniors. The present study adopted a qualitative research method. The participants are forty-nine EFL English major undergraduates with twenty-five seniors and twenty-four freshmen from two universities in northern Taiwan. The major way to collect data is focus group interviews, which are semi-structured interviews with eighteen focus interview groups of the participating students. The interview data were transcribed in verbatim and analyzed in accordance with content analysis method. The major findings of the habits of reading English online revealed that the participants basically held positive attitude towards and grew into the habit of reading English on the Internet. They read English online for the purpose of doing schoolwork and they preferred reading contents related to their courses, with light topics such as leisure and art, with sensational and catchy topics, in short length, or with more reliability and authority. The English learning websites that the participants usually went to were also provided for pedagogical references. Moreover, the participants were much more motivated to read English online when the reading contents were accompanied with multimedia. Upon facing reading comprehension problems, they usually turned to online dictionaries or online instant translators to improve their understanding of the contents they were reading on the Internet. The students’ perceptions of disadvantages of reading online included inflexibility, distraction and disorientation, oversupply of information, and lack of ergonomic concerns. Apart from the disadvantages of reading English on the Internet, the participants put forth a number of valuable merits of reading online, including time and cost saving in gaining information, gaining rapidly-updated information, others’ perspective, accessing information in divers forms, interacting with others, making documents, benefiting English learning, and multitasking. As for the suggestions made to the teachers intending to integrate the Internet use into classes, the participants hoped that teachers could recommend them useful websites, teach them search skills, and infuse the Internet into the classroom setting. The major findings of the differences between the seniors and the freshmen were that the seniors were more accustomed to incorporating English language into their daily lives in order to increase more chances to immerse themselves in English learning environments through the Internet than the freshmen. In addition, the seniors were more resourceful in using the Internet to help themselves with problems they met while reading online. Contrarily, the freshmen still needed teachers’ training on how to solve their reading comprehension with more methods and on how to distinguish reliable websites from incredible ones. Finally, it is expected that the findings of this study can provide educators with more understanding about how undergraduates utilize the Internet to facilitate their English learning and how their reading habits are influenced by the widespread use of the Internet. Besides, a number of pedagogical implications and instructional suggestions are presented at the end of this thesis for educators’ teaching references.

近年來，推廣終身學習與培養資訊素養日益受到重視，國內外政府均將推廣閱讀視為重要的課題。由於文化建設成果，台灣各鄉鎮普設圖書館，由於鄉鎮圖書館直接接觸鄉鎮居民，成為推廣閱讀活動第一線角色。 本論文旨在探討台灣地區鄉鎮圖書館推動閱讀活動之現況。首先就閱讀與閱讀活動之意涵、各國的閱讀活動與政策、圖書館推動閱讀的任務與功能、公共圖書館推廣閱讀活動之類型與策劃、台灣地區鄉鎮圖書館閱讀推廣之相關文獻進行研討，並簡要回顧台灣地區鄉鎮圖書館的設置起源與歷年來閱讀推廣活動的概況。 採用深度訪談法，以立意抽樣之方式選擇訪談對象，共計有台北縣深坑鄉立圖書館、南投縣埔里鎮立圖書館、台南縣歸仁鄉立圖書館、屏東縣長治鄉立圖書館等四所圖書館，藉由訪問承辦閱讀活動之鄉鎮圖書館員、閱讀活動中的帶領人、以及參與閱讀活動的讀者等，匯集多方的想法與建議，從圖書館所辦理閱讀活動的類型、內外資源的運用、所遭遇到的困難與問題、民眾參與的程度等面向，分析台灣地區鄉鎮圖書館閱讀推廣活動辦理概況，並探討其成功模式。 根據文獻與訪談結果，建議政府及圖書館上級主管機關應：1.訂定閱讀相關法案與政策；2.輔導鄉鎮圖書館推廣閱讀；3.利用全球性的閱讀節日加強宣導；4.加強應用網路資源推廣閱讀；5.鄉長應慎選熱心館長；6.加強閱讀培訓課程；7.出版閱讀推廣之策劃等相關出版品；8.辦理閱讀推廣有成的圖書館觀摩與交流活動，建議鄉鎮圖書館應：1.積極地舉辦閱讀推廣活動；2.結合教育單位與民間團體，善用社會資源共同推展閱讀；3.倡導愉悅的閱讀；4.利用獎勵推廣兒童閱讀；5.行銷館藏與推薦好書；6.加強購買新書以即時供應閱讀需求。 / In recent years, the promotion of lifelong learning and the training of information literacy have been bestowed a gradual increase in attention. Both local and international governments regard reading promotion as an important subject. Due to Taiwan’s elaborate cultural infrastructure, widespread rural libraries establish direct contacts with nearby residents, playing a major role in promoting reading activities. This thesis aims at exploring the situations of rural libraries’ reading promotion activities in Taiwan. This research discusses the following issues: the definitions of reading and reading activities, the different reading activity policies of various countries, the mission and function of public libraries in promoting reading activities along with the types of promotions and their planning, a discussion of relevant documents regarding the promotion of reading by rural libraries, and a brief review of the establishment of rural libraries and their general situations in reading promotion. The methods of this study are literature analysis and in-depth interview. Chosen through purposive sampling, interviewees include the Shenkeng Township Library of Taipei County, the Puli Township Library of Nantou County, the Gueiren Township Library of Tainan County, and the Changjr Township Library of Pingdong County. By interviewing the rural libraries that hold reading activities, their activity leaders, and activity participants, this thesis gathers different ideas and suggestions. Through rural libraries’ reading activity types, their application of internal and external resources, the difficulties and problems they confronted, and the participation level of local residents, this thesis analyzes the situation of the promotion of reading activities in Taiwan’s rural libraries’ and investigates their successful models. According to research results, this study suggests that the government and the authorities at the ministry of library: (1) institute relevant reading bills and policies; (2) guide and assist rural libraries in reading promotion; (3) utilize the international reading festival to establish recognition; (4) use the internet and the information & communications technology to promote; (5) select enthusiastic library directors by the head of the local government; (6)strengthen the training courses of reading promotions; (7)publish relevant publications on reading planning; (8) inspect and learn from outstanding libraries. This study suggests that rural libraries: (1)actively hold reading activities; (2)combine educational organization and community resources to promote reading conjointly; (3) advocate pleasure reading; (4)utilize rewards to promote children’s reading; (5) market library collections and recommend good books; (6) enhance new book purchases in order to immediately supply the demand of reading.

本研究旨在探討運用合作式數位閱讀標註系統輔助文言文閱讀學習，是否有助於提昇高中生文言文閱讀理解成效與文言文學習動機；以及瞭解在合作式數位閱讀標註系統輔助文言文學習模式下，不同標註能力之高中生的文言文閱讀理解成效差異；以及閱讀標註行為與閱讀理解成效之間是否具有相關性。研究結果歸納如下： 一、採用合作式數位閱讀標註學習系統或者傳統紙本閱讀標註進行文言文閱讀學習，具有相同的學習成效。 二、合作式數位閱讀標註系統對於提昇實驗組學習者不同認知層次的閱讀理解上，優於對照組學習者採用的傳統紙本閱讀標註。 三、運用合作式數位閱讀標註系統進行文言文閱讀學習，在提昇整體文言文閱讀動機、文言文閱讀社會，以及降低文言文閱讀逃避上，顯著優於傳統紙本閱讀標註學習。 四、採用合作式數位閱讀標註系統進行文言文閱讀學習，可以顯著提昇學習者的文言文閱讀效能、文言文閱讀投入與文言文閱讀社會。 五、實驗組不同標註能力學習者的文言文閱讀理解成效並不具顯著差異。 六、實驗組學習者的閱讀標註行為與文言文閱讀理解成效不具有顯著相關。 七、多數文言文學習者使用最頻繁的是釋譯類型的標註，也認為釋譯類型標註最有助於提昇文言文的文意理解。 八、高中生學習抒情類文言文時需要較多元的閱讀策略。 九、文言文閱讀動機高組學生與標註能力最高者對於合作式數位閱讀標註系統的接受度比較高。 最後依據研究結果提出具體建議，供學校國文教師進行文言文教學與未來研究方向之參考。 關鍵字：閱讀標註、國文教學、文言文、閱讀理解、閱讀動機 / Abstract This study aims at exploring if the utilization of Knowledge-based Annotation Learning System in assisting the reading comprehension of Literary Chinese can upgrade the achievements of Literary Chinese reading comprehension as well as Literary Chinese learning motiviation of senior high school students. Under the mode of Knowledge-based Annotation Learning System assisting Literary Chinese learning, the achievement difference of Literary Chinese reading comprehension for senior high school students with different annotation abilities as well as if there is any correlation between the annotation behavior in reading and the achivements of reading comprehension were also explored. The results of the study are listed as below: 1.Adopting Knowledge-based Annotation Learning System or tradtional paper-based reading annotation results in the same achievements in Literary Chinese reading comprehension. 2.In the respect of upgrading the reading comprehension of different cognition levels, the learners in experimental group who utilize Knowledge-based Annotation Learning System have achieved better results than those in the control group who adopt traditional paper-based reading annotation. 3.Utilizing Knowledge-based Annotation Learning System in Literary Chinese reading comprehension shows significant advantages than traditional paper-based reading annotation in the respects of upgrading overall Literary Chinese Reading Motivation, Literary Chinese Reading Society and reduction of Literary Chinese Reading Work Avoidance. 4.Adoption of Knowledge-based Annotation Learning System in Literary Chinese reading comprehension can significantly upgrade the Reading Efficacy, Reading Involvement and Reading Society of Literary Chinese. 5.Learners with different Annotation Abilities in the experimental group have no significant difference in the achivements of Literary Chinese reading comprehension. 6.There are no significant relationships between the annotation behavior in reading and the achievements of reading comprehension for learners in the experimental group. 7.For most Literary Chinese learners, the most frequently used type of annotation is Interpretation Type. They also deem that it is most helpful to upgrading the comprehension of the Literary Chinese. 8.Senior high school students need multiple reading strategites in learning lyric Literary Chinese. 9.The learners with high motivation in reading Literary Chinese and high Annotation Ability are more acceptable to the Knowledge-based Annotation Learning System. Finally, suggestions were put forward as references for Literary Chinese teaching and future researches. Keywords: Reading annotation, Chinese teaching, Literary Chinese, Reading comprehension, Reading motivation