本研究旨在探討連接詞對台灣高職生英文閱讀理解的影響，分別從以下兩方面來探討：一、連接詞是否對閱讀理解有幫助？二、那些類的連接詞較簡單？哪些類較困難？ 總共有七十五位高職生參與本實驗研究，他們共接受了「有」、「無」連接詞兩種版本的閱讀測驗，以及一個克漏字測驗，所收集的資料更進一步分為高低程度來探討，並加以統計的方式分析。 結果顯示連接詞在英文閱讀理解上的確有正面的影響，然而，高程度組在整篇文章的文意的理解上受益較大，相反地，低程度組則在細節的了解上所獲得的幫助較多，此發現說明了高程度的學生所採取的閱讀方式為「由上往下」，而低程度的學生則採取「由下往上」的方式。本研究也發現了在連接詞本身的理解上，由簡單到困難的順序為：遞增類(additive)、時間類(temporal)、轉折類(adversative)、 因果類(causal)，此順序沒有高低程度的不同，表示語言本身句型結構的難易與相對的認知困難度才是決定此順序的關鍵。同時，越簡單的連接詞，如：遞增類，高低程度學生的表現差異越大，而最困難的連接詞：因果類，高低程度學生的表現並無不同。最後，錯誤分析發現了高程度的學生對自己選擇的答案較有自信，而低程度的學生則傾向用遞增類來取代其他類的連接詞。 / This present study aims to investigate the influence of logical conjunctions on Taiwanese vocational high school students’ English reading comprehension. It mainly discusses whether logical conjunctions play a facilitating role as well as determines what types of logical relations are more challenging and what types are easier. This study adopted an experimental design. A total of 75 EFL students participated in the experiment. They received two versions of reading comprehension tests: texts with / without logical conjunctions first and then a cloze test. The data collected from the high and low groups were compared and analyzed statistically. The results confirm the effects of conjunctions and the sequence of comprehension difficulty among the four types of relations. Logical conjunctions are facilitating in EFL students’ reading comprehension. They are beneficial to the high group in overall comprehension of the texts while they are more helpful to the low group in the understanding of detailed information. This finding suggests that higher achievers adopt a more top-down approach in reading whereas lower achievers adopt a more bottom-up approach. As for the sequence of comprehension difficulty, the results revealed an ascending difficulty order: additive, temporal, adversative, and causal conjunctions. The fact that no different order was found between the high and low groups suggests that linguistic complexity and cognitive processing difficulty are more likely the causes of this order instead of language proficiency. Also, it is found that the gap between the two groups is becoming widened as the difficulty level is decreasing. For example, the high group performed much better than the low group in additive conjunctions, but it performed as poorly as the low group did in causal ones. Finally, error analysis also discovered that higher achievers are more confident and capable in choosing their own answers while lower achievers tend to substitute additive conjunctions for the other ones.

本研究目的在了解幼稚園教師對於科學圖畫書的看法、科學圖畫書之導讀歷程、以及導讀對於幼兒科學圖畫書閱讀行為之影響。研究對象包括四名任教於國小附幼之合格教師，及十二名幼兒，乃是經由幼教系、幼保系教授推薦在科學活動或閱讀教學為人稱讚之幼教老師，從中徵求四位教師同意，成為本研究之研究對象。並請該教師挑選該班3名五足歲幼兒(語言能力表達較佳者)成為教師導讀科學圖畫書之幼兒研究對象。 本研究採用問卷調查、訪談及觀察法，分三階段進行：(1)以自編「幼教老師對於科學圖畫書的看法及運用現況之調查問卷」為工具，蒐集教師對科學圖畫書的看法及運用科學圖畫書的情況，並以五本科學圖畫書為工具，請教師對科學圖畫書進行簡短評析，並訪談教師對科學圖畫書之教學目標及其他相關意見；(2)以《十顆種子》及《毛毛蟲會變漂亮嗎？》作為教師導讀的科學圖畫書，並實地進入幼教現場觀察和拍攝教師導讀的過程；(3)在教師導讀前和導讀後，均以一對一方式請幼兒閱讀故事，記錄幼兒導讀前後閱讀圖畫書之歷程，並詢問一些問題以了解對該圖畫書的詮釋與理解。 研究結果發現四位教師對於科學圖畫書之看法，包括定義、科學圖畫書的元素、導讀難易程度、選擇考量因素、教學目標和導讀困難等均十分相似，即使個人喜好不同，但仍能以幼兒需求為出發點，思考科學圖畫書應該具有的面貌。文中以《十顆種子》、《毛毛蟲會變漂亮嗎？》的導讀歷程為例，分析比較四位教師導讀歷程，以及四組幼兒在導讀前後之閱讀理解，以及影響導讀歷程之因素之探討。根據研究發現，本文最後提出若干建議供科學圖畫書作者、教師、以及未來研究者之參考。

本研究旨在探討利用SQ3R閱讀策略應用在閱讀教學活動，對國小四年級學生閱讀理解能力及語文表達能力的影響，並根據研究結果提出閱讀教師對於學童閱讀策略教學之改善建議，提供國小教師日後進行閱讀教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小四年級學生為研究對象，一班為接受SQ3R閱讀策略教學之實驗組學生，一班為接受傳統閱讀教學之控制組學生，兩班學生皆由研究者採用「閱讀理解-文章與試題範例」一書及PIRLS閱讀理解試題範例中擇取其中三篇文章為教材，進行為期十週共二十堂之實驗教學課程，在教學前後，對研究對象實施前測、後測、延後測，藉以了解學生閱讀理解能力是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 運用「SQ3R閱讀策略」教學對國小四年級學生閱讀理解能力有顯著的影響。 二、 運用「SQ3R閱讀策略」教學對國小四年級高程度與中程度閱讀理解能力學生的閱讀理解能力有顯著的影響。 三、 運用「SQ3R閱讀策略」教學後，學生語文理解、運用及表達能力有顯著的進步。 最後，根據研究結果，提出對國小老師進行閱讀教學及未來研究之建議。 / The purpose of this study attempted to realize the impacts on reading comprehension and language expression for the fourth grade students of elementary school by using SQ3R reading strategies. According to the results, the suggestions were proposed as the reference for improving reading instruction strategies for elementary school teachers. This study used a quasi-experimental research method for observation the variations of reading comprehension on fourth grade students,The questionnaires and depth interview methods were pursued for a systematic realization of opinions from the students. In this study two classes were random sampling for survey A class of experimental group students accepted SQ3R reading strategy instruction, the other class students accepted the traditional teaching (control group). This study proceeded 10-weeks and chose 3 articles as prior-test, post-test, and delay test for analyzing the progress of students. The articles were chose from "Reading comprehension - articles and sample questions" and “PIRLS reading comprehension question examples”. The results were summarized as follows: 1. Reading comprehension of fourth grade students had a significant advancement under SQ3R reading strategies teaching. 2. SQ3R reading strategies teaching for improving reading comprehension were significant difference between high and low level students. 3. Reading comprehension, vocabulary usage, and language expression of testing students had significant progress under “SQ3R reading strategies teaching”.

本研究的目的是探討學生由上下文猜測字義的能力及其與字彙學習、閱讀能力之相關關係。 研究的對象是台中市育英國中68位二年級的學生。研究的主要工具是兩份評估學生字彙及閱讀能力的全民英檢字彙及閱讀測驗，調查學生關於字彙推論技巧的問卷及訪談各一份。研究過程分為三個步驟：(1)前測— 字彙、閱讀能力測驗及問卷，(2)教學實驗— 字彙推論教學，及(3)後測— 字彙、閱讀能力測驗，問卷，及(4)個別訪談，以獲得更詳盡的資料來支持研究結果的分析。 研究結果發現： （1） 學生的字彙能力及閱讀理解能力具有顯著相關。學生的字彙能力越強，越能幫助他們對文章意義的理解，進而相對地提高他們的閱讀理解能力。 （2） 教授字彙推論技巧有助於學生的字彙學習及閱讀理解。接受字彙推論技巧教學的實驗組學生於後測階段，在字彙能力及閱讀理解測驗的表現均明顯優於未接受字彙推論教學的控制組學生。 （3） 字形、句義及文章大意為最常被學生運用來做字彙推論的線索。這一點控制組及實驗組學生均是如此，但實驗組學生使用地較頻繁，而且利用的推論線索也較控制組學生更多且更適當。 根據以上的結果，本研究提出三點建議： （1） 字彙推論教學可以融合於學校課程之中進行，一節課十至十五分鐘讓學生練習推論字義，四個月的教學，學生已能利用各類推論線索對字義做適當的推論。英語教學雜誌及英語郵報上的文章，是提供學生更多練習機會的理想補充教材。 （2） 老師教導字彙推論技巧時，應選擇適合學生程度、符合學生背景知識及具有充分線索供學生推論的教材或文章，避免學生因推論線索不足而胡亂猜測，無法對其閱讀理解有助益。並從較簡單的『單字本身』及『句內上下文』線索教起，再循序進入較難的『跨句上下文』和『背景知識』線索。 （3） 當學生出現閱讀困難時，老師應先確定困難形成的原因，分辨究竟是字彙基本能力不足或不懂得運用策略造成的，才能對症下藥，幫助學生增進字彙學習及培養閱讀理解能力。 / This study investigates the lexical inferencing made by Taiwan EFL students at a junior high school when they encounter unknown words in English texts. The researcher examines the effect of lexical inferencing on their vocabulary learning and reading comprehension, and the types of knowledge sources and contextual cues they use in the process. Sixty-eight students, thirty-four from Class 201 and thirty-four from Class 204, are selected as the participants for this study. These students are at the similar English proficiency level according to their academic proficiency scores last semester. The vocabulary test and reading comprehension test of GEPT, elementary level (LTTC, 2001) are used in the pretest to measure the participants’ vocabulary knowledge and reading comprehension ability before treatment. A questionnaire is applied to investigate the varied types of knowledge sources and contextual cues used by the participants in the process of lexical inferencing both in the pretest and the posttest. The treatment—lexical inferencing instruction, lasting for four months, is conducted on the participants in the experimental group. After the treatment, two posttests of vocabulary and reading comprehension are conducted again to assess if there is any significant difference on vocabulary knowledge and reading comprehension between the controlled group and the experimental group. The main findings of this study are as follows: 1. There is a significant correlation between students’ vocabulary knowledge and reading comprehension. Better vocabulary competence contributes to better reading comprehension. Vocabulary competence can serve as good predictors of reading ability in a foreign language. 2. Lexical inferencing instruction does contribute to better performances in vocabulary and reading comprehension tests. The participants who receive instruction demonstrate significant progress. Lexical inferencing instruction also results in the recognition and employment of varied types of knowledge sources and contextual cues which facilitate the appropriate word meanings inferred. 3. Both groups use similar types of knowledge sources and contextual cues when making inferences. However, students in the experimental group make use of more types of knowledge sources and contextual cues in the process of inferencing and they practice the inferencing strategy more frequently. Sentence level meaning, word morphology, and discourse level meaning are the cues most frequently used by both groups. Pedagogical implications of this study and suggestions for further research are also presented. 1. Instruction of vocabulary inferring can be integrated into regular curriculum. It takes only 10 to 15 minutes per class for students to practice the inference strategy. As shown in our experiment, after four months of instruction, students achieve significant progress in the use of knowledge sources and contextual cues while reading. Articles in English learning magazines or bilingual newspapers are good supplementary reading materials for practice. These materials are usually longer and contain various types of knowledge sources and contextual cues. 2. To teach inferring skills, teachers should choose the reading texts which are familiar to students and contain enough knowledge sources and contextual cues. Students incline to giving wild guesses when they can not find adequate cues to help them do the job. Lexical inference instruction can be conducted by focusing on the word level cues in the first phase, then extending to the sentence level cues, and to the wilder discourse level cues. Equipping students with rich world knowledge is also helpful. 3. Teachers should examine students’ reading difficulties should to figure out what the problems are. Students’ reading problems may result from lack of basic linguistic competence or lexical strategies in reading. With knowledge of these problems, the teacher can help the students overcome their difficulties and become successful readers.

本文旨在探討情境推論策略對台灣國中生字彙學習及閱讀理解兩方面的成效。本研究結果希望對英文老師在單字及閱讀教學上有很大的啟示作用及幫助。 本實驗的研究對象為台北縣某國中75位國三學生，所有受試者依據其原班級隨機分派為實驗組及控制組，實驗組接受情境推論策略訓練，而控制組則採用傳統教學法。在教學活動前後，實驗組及控制組的所有學生皆施予Paribakht和 Westche設計的字彙知識等級測驗，猜測字義測驗，閱讀理解測驗及英語學習背景問卷，實驗組則於後測時另外接受對此訓練活動的問卷調查。 本研究結果顯示：(一)實驗組在在接受「情境推論策略」訓練後於字彙學習上有顯著差異，亦即「情境推論策略」的教學有效增進學生字彙學習表現。(二)實驗組在接受「情境推論策略」訓練後，在猜測字義的表現上有顯著的進步。(三)在五種情境線索的題目表現，實驗組在「同義線索」和「定義線索」的題目表現上最好，而在「解釋線索」的題目表現上較不理想。至於五種情境線索的運用，實驗組較能正確使用「語調線索」，而較不會正確使用「解釋線索」。(四) 實驗組在接受「情境推論策略」訓練後，於閱讀理解表現上有顯著進步，，亦即「情境推論策略」的教學有效增進學生閱讀理解。(五)從反應問卷中顯示，接受此一策略訓練活動後，大部分的學生對於「情境推論策略」教學傾向於正面的肯定，並期望在未來英語課程中能繼續進行此教學活動。但部分學生對於在閱讀中碰到不認識單字仍有些許不安。 根據上述研究結果，本研究建議國中英語教師可以運用「情境推論策略」教學增進學生字彙學習和猜測字義能力，以及加強他們對於閱讀理解的表現和對英文學習的正面肯定。同時，為了能讓「情境推論策略」在學生字彙學習上發揮最大效益，教師應考慮字彙練習及字彙在文章中重複出現的重要。 / The present study aims to explore the effectiveness of contextual inference strategy (CIS) on vocabulary learning and reading comprehension of junior high school students in Taiwan. Two third- grade junior high school classes were selected as one experimental group and one control group. The research methods involved word-guessing pre- and post-test, vocabulary pre- and post-test, reading comprehension pre- and post-test, and questionnaires. The data analyses were descriptive statistics, Paired Sample T-test, and Independent Sample T-test. Based on the results of this study, major findings are summarized as follows. First, the CIS instruction led to greater gains in learners’ vocabulary knowledge than traditional instruction did. Second, CIS instruction had a significant effect on the experimental group’s word guessing abilities. Third, the participants performed better in the questions of synonym and definition clues while they were not good at questions of explanation clues. As for their use of contextual clues, the correctness rate of mood or tone clue ranks the highest while the explanation clue the lowest. Fourth, the two groups’ scores of the post-reading comprehension tests showed significant difference, indicating participants who were instructed with CIS performed better in the reading comprehension than those who didn’t. Fifth, according to the response questionnaire, most students considered CIS instruction helpful and gave positive responses to this training activity. The aforementioned findings in this study suggested that junior high school teachers could adopt CIS training to enhance students’ vocabulary learning and word-guessing abilities, and to reinforce their reading comprehension and positive attitudes toward English learning. Also, to help students perform better in vocabulary learning, teachers could implement focused instruction, such as redundant presentation and exercises.

本研究旨在探討融入知識翻新（knowledge building）教學能否提升國小學生的閱讀理解和閱讀動機。研究對象為新北市某國小兩班三年級學生：其中一班為實驗組（n=24人），另一班則為控制組(n=27)。前者採用知識翻新原則進行教學，並輔以知識論壇（Knowledge Forum）線上學習平台；後者則採傳統講述教學。實驗時間共計18週。 本研究的研究目的在瞭解經過二種不同教學方式後，兩組學生的閱讀動機和閱讀理解表現是否具有差異。資料來源包含：（1）PIRLS閱讀測驗前後測成績；（2）平台討論貼文內容；（3）平台參與活動量（包括貼文數、回文數等量化資料）；及（4）閱讀動機量表前後測分數。資料分析採質性內容分析、單因子共變數分析、相依樣本t檢定、卡方檢定等方式。除探討二種教學之不同外，本研究並進一步探討實驗組學生在平台上的活動情形。 研究結果顯示：（1）基於知識翻新教學的平台討論活動，有助於提升學生高層次閱讀理解想法的討論，但討論內容缺乏深度；（2）知識翻新教學有助於提升學生閱讀理解能力；（3）學生參與閱讀理解討論之程度和品質皆與閱讀理解進步程度有正相關；（4）知識翻新教學對於學生閱讀動機並無顯著提升，但其閱讀動機提升程度與平台活動的參與程度具有正相關。根據研究結果，本研究提出相關討論與建議，以供後續閱讀教學及研究之參考。 / The aim of the study was to investigate whether engaging students in a computer supported collaborative knowledge building environment can help them improve their reading comprehension and reading motivation. Participants in this study were 51 third-grade students from two classes in an elementary school in New Taipei City. Of the two classes, the experimental class has 24 students, and the control class has 27 students. The students taking part in the experimental course received knowledge building pedagogy with Knowledge Forum (an online multimedia platform) being used for students to collaboratively construct their reading comprehension of the textbook articles online. The duration of the study was 18 weeks. The main purpose of this study was to investigate the differences of the instructional effects between the two classes in terms of the reading comprehension and motivation. Data mainly came from: (1) pre-post PIRLS (Progress in International Reading Literacy Study) test that investigated students’ reading comprehension; (2) the idea and discussion content contributed to Knowledge Forum; (3) participants’ interaction records automatically documented in the Knowledge Forum data (e.g., number of students’ notes contributed or built on); and (4) the pre-post MRQ (i.e., the Motivation for Reading Questionnaire) scores that measured students’ reading motivation. Both quantitative and qualitative data analyses were conducted. For quantitative data, one-way ANCOVA, paired t-test and chi-square were used to examine students’ reading comprehension and reading motivation; for qualitative data, content analysis was used to evaluate the quality of students’ ideas and discussion. The main findings were as follows: (1) knowledge building pedagogy were conducive to promoting the kind of online discussion that supports higher-level reading comprehension, but were unable to deepen the depth of discussion; (2) knowledge building pedagogy was conducive to enhancing reading comprehension; (3) both the degree of participation and the quality of discussion were found correlated with the degree of students’ advancement in reading comprehension; and (4) knowledge building pedagogy did not enhance students’ reading motivation; however, there was a correlation between pre-post change scores in reading motivation and the degree of online participation. Based on the results, some suggestions and implications were discussed.

本研究探討電腦支援合作知識翻新（knowledge building）活動對國小四年級學童閱讀理解與寫作表現的影響。研究對象為新北市某公立國小的兩班學生共53人。其中，實驗組（n=25）採知識翻新活動﹔控制組(n=28)採傳統講述教學活動。研究方法採準實驗設計中的「不等組前後測設計」；在為期十八週的實驗期間進行前測、實驗處理及後測。 　　研究資料來源包含：(1)PIRLS閱讀測驗前後測成績；(2)教學科技平台討論內容；(3)教學科技平台活動參與量；(4)寫作表現分數；(5)實驗組與控制組學生的半結構訪談；以及(6)實驗組的段考學習成績。資料分析同時使用質性與量化兩種方式。質性分析內容包括半結構訪談與平台討論內容，量化資料分析內容包含閱讀測驗成績、平台活動參與程度、以及寫作表現分數。透過多元資料分析以瞭解經過不同教學方法後，兩組學生的閱讀理解與寫作表現上是否有所差異。 　　研究結果顯示：(1) 知識翻新有助於提升學生的整體閱讀理解，且使用知識論壇進行閱讀理解提問，也有助於提昇學生的提問能力；(2) 知識翻新有助於提升學生整體寫作表現，且知識論壇上的貼文與討論活動也有助於改善學生的寫作品質；(3) 知識翻新能幫助學生改進其想法概念，且實驗後期於知識論壇的活動量也有呈現增加的趨勢；及(4)經過知識翻新活動後，實驗組的低學業成就學生之閱讀理解表現優於控制組的低學業成就學生，但二組在寫作方面則無顯著差異。 　　本研究嘗試改變過去的學習模式，透過知識翻新：鼓勵學生產生並反思想法，讓學生的學習更具主動性；及鼓勵同儕間的互助與互動以改進閱讀想法，讓學生在閱讀理解與寫作表現的成效產生正向的成長。 / Abstract The purpose of this study was to investigate the effects of knowledge building activities on grade-four students’ reading comprehension and writing performance. This study adopted a quasi-experimental design. In the experiment group, the participants were 25 grade-four students; in the control group, the participants were 28 grade-four students. The experiment class engaged in knowledge building and sustained ideational writing in order to enhance their writing performance (for 18 weeks). In contrast, the control group engaged in teacher-directed instruction. Data sources mainly came from: (1) pre-post PIRLS reading comprehension test; (2) students’ notes posted in Knowledge Forum; (3) students’ online discussion activities in Knowledge Forum, such as number of notes contributed, number of notes read, and number of notes built-on to other’s notes; (4) pre-post writing test; (5) semi-structured interview; and (6) student’ end-of-the-semester grades. To analyze, one-way ANCOVA, paired t-test and chi-square was employed to quantitatively examine students’ reading comprehension and writing test after the course. In addition, qualitative content analysis was also performed to evaluate the quality of students’ notes and to understand how students changed their views of ideas. The findings were as follows: (1) knowledge building pedagogy was conducive to enhancing students’ high-level reading comprehension and encouraging more in-depth questioning activities in Knowledge Forum; (2) after being engagaed in Knowledge building for a semester, students were able to demonstrate better writing performance, and more active discussion activities in the Knowledge Forum; (3) Knowledge building pedagogy changed students’ views of ideas and improved their idea generation capacity; and (4) Low achievers in the experiment group were able to demonstrate better reading comprehension than those in the control group. Overall, the findings suggested that knowledge building practice was able to help change the traditionally more authoritative and teacher-directed one-way instruction,   to an alternative, more student-centered, idea generation and improvement pedagogy, that helped students attain better reading comprehension and writing performance.

本研究採實驗研究法，旨在探討電子童書中，動畫與文本一致性及年齡對幼兒閱讀理解的影響。實驗採用的研究工具為Living-books系列之「小馬斯特上學去」的電子童書，研究樣本以台北縣市四所公私立幼稚園中大班幼兒為實驗對象，中班受試樣本30人，隨機選取各班人數分派至實驗二中；大班受試樣本60人，隨機選取各班人數分派至實驗一與實驗二中，實驗一分為實驗組（30人）與對照組（30人），實驗組閱讀動畫與文本一致之電子童書，對照組閱讀動畫與文本較不一致之電子童書。 本研究之實驗研究分為實驗一與實驗二，實驗一旨在分析大班幼兒閱讀動畫與文本一致性與否對閱讀理解的影響；實驗二旨在探討中班與大班幼兒閱讀電子童書時，其閱讀理解的差異。 閱讀理解評量以個別施測方式進行故事回憶測驗及故事理解測驗，其中故事理解測驗分為文意理解測驗及推論理解測驗。將所得的資料以單因子變異數及二因子混合設計變異數進行統計分析，以了解研究之結果。 研究結果顯示： 一、在閱讀動畫與文本一致性高之電子童書時，對於故事回憶測驗的得分，實驗組得分顯著高於對照組得分。 二、在閱讀動畫與文本一致性高之電子童書時，對於故事理解測驗的得分，實驗組不論在文意理解或推論理解上，得分皆顯著高於對照組得分。 三、大班組幼兒在故事回憶測驗上的得分顯著高於中班組幼兒的得分。 四、大班組幼兒在故事理解測驗上的總分顯著高於中班組幼兒。在文意理解測驗中，大班組得分顯著高於中班組得分，而推論理解的得分則未達到顯著性的差異。 五、故事回憶與故事理解的相關，在實驗一與實驗二中，不論是文意理解或推論理解，與故事回憶皆呈現顯著正相關。換句話說，閱讀動畫與文本較不一致之電子童書時，故事回憶量低，故事理解得分亦較低；而閱讀動畫與文本一致之電子童書時，故事回憶高，故事理解得分則較高。 研究者根據研究結果與限制，提出對教師、父母、出版商及未來研究方面的建議。 關鍵字：閱讀理解、動畫與文本一致性、電子童書、幼兒 / This study has two parts: one is to research the impact of coherence between text and animation on children’s reading. The other is to analyze the effect of ages on children’s reading comprehention while they read electronic story books. The research adopted one of a series of Living-books, called Little Monster At School. 30 aged 4 and 60 aged 5 children from public and private kindergartens of Taipei city and County participated in the study. There were 2 tasks. Tesk one was coherent text for experimental group. Task 2 was incoherent text for control group. The content of the two tasks was the same. After reading the electronic book, all children took memory test and comprehension test which was devided into 2 sub-score: fact comprehension and inference comprehension. Results are: 1. Memory test’s scores of experimental group is obviously higher than that of control group. 2. Reading comprehension scores of experimental group is also higher than that of control group. 3. Memory test’s scores of age 5 children is higher than age 4 children. 4. Age 5 children get higher total reading comprehension scores than age 4 children. Furthermore, they get higher score on fact questions. Scores of inference questions however, do not show age difference. 5. Memory and story reading comprehension scores have positive correlation. It reveals that children reading coherent animation and text have higher memory scores and higher comprehension scores. On the other hand, children who had the incoherent text had poor scores of both. Based on the results, researcher provides suggestions for teachers, parents and book publisher. Key words: reading comprehension, animation of electronic storybooks, coherence of text, kindergarten children.

華語教材漸趨多元，圖文並茂的素材賞心悅目同時吸引讀者興趣，繪本兼具兩者特質，然而圖文書作為學習華語的語言材料尚未有獨立繪本可直接教學，本研究教材以華測會八千詞為依，加工原始資料，希望成為正規教材之外的初級華語學習教材。 學習者認為中文為困難的語言，學習評量成效不佳，此外受限每週課時，自學時間受專業課程壓縮，動機不足，故藉由兼具圖像與故事情節的繪本製作輔助教材，提高自學能力和興趣，增進閱讀理解，開展交際話題，促進觀點交流。製作繪本輔助教材作為課程材料，教授生詞、語法，從圖文創作：互證、互補、互釋和互斥四項模式教學，並且分析原創作中的圖像，示範教學方式。研究者自側面觀察紀錄教師教學，提供學習者心得回饋表，深入訪談教師和學習者經驗。結果指出學習者藉圖文教材提高學習樂趣，教學前的引導使其提前適應內容，故事討論加強全文組織、理解，增加話題，圖文模式應用於教學後更能掌握圖像互動，讀出其言外之意。最後討論動機的引起及維持、圖文模式和閱讀理解、教學目標和學習收穫，並提出未來華語教學之方向。 / Picture books enjoy great attention today. The readership of more sophisticated picture books like graphic novels increased in the last decade. Illustrated narratives are not confined to manga or children books anymore. Although Chinese teaching materials, too, made great advances in the last ten years and layout and design became more attractive than before, recent developments of teaching materials do not get catch up with the increased popularity of picture books, especially with graphic novels and other picture books for adults. The present study aims to explore the conditions we should care about when we want to use picture books in classroom teaching. A focus is laid on teaching Chinese reading and character acquisition for beginners (A2) who only have a very limited knowledge of Chinese. Can picture books facilitate the learning process of reading? Can illustrations help to comprehend textual meaning? To answer questions like this, the present study examines various theories and research results about the interaction between the illustrations and the reading processes and reflects these theories with their didactic significance. The background for the present study is a half year teaching experience using different picture books to teach reading and Chinese character acquisition to beginners who did not have much time in Taiwan for study and who are not very motivated to learn reading Chinese. At the beginning, the use of picture books as teaching materials aimed to motivate students to learn Chinese characters and to encourage them to read Chinese not only in the classroom, but also to apply their knowledge to their own activities in their leisure time. Later, the author deliberately used picture books as teaching materials to learn more about the advances and shortcomings of these materials. Thus, the present study is the theoretical reflection of this teaching experience. It investigates picture books not only from the perspective how picture books can facilitate learning processes of Chinese reading competence, but also from the perspective how can picture books contribute to motivate students to read Chinese inside and outside of the classroom. Teaching materials based on three picture books are presented in this study. These materials first were used for teaching beginners and become later more and more developed, evaluated and revised in accordance to teaching experience, learning outcome and students’ opinions. Course designs based on these materials are added at the end of the present study.

本研究旨在探討一批判思考策略「質疑作者法」，如何融入於台灣高職學生的英語閱讀能力養成，以及該策略對學生英語能力的影響。研究以台灣北部某高職38位高一學生為研究對象，為期五週。研究藉由學習單、學習歷程調查、教學觀察日誌、及焦點團體訪談等質性研究方法收集研究資料，再進一步歸納分析，以期廣泛且深入了解「質疑作者法」對於增進學生閱讀能力的效果，並同時得到更為適宜可行的教學應用。主要的研究發現如下： 一、 本研究中大多數學生對「質疑作者法」抱持肯定的態度。不論英語程度高低，該策略使學生獲得有別於過去的閱讀經驗，並同時增進其閱讀興趣及閱讀理解力。 二、 當教學者融入「質疑作者法」於教學活動時，教學者以協助者身分觀察學生對於教學活動的反應，隨時調整活動的進行。 三、 閱讀中的討論使學生能在一個支持的、低焦慮的學習環境中表達意見，並同時主動地建構文章的意義。 四、 本研究中，高成就與低成就學生在批判思考與閱讀能力方面皆有提升。透過「質疑作者法」，低成就學生相較於高成就學生建立較強的自信心並養成更高的閱讀興趣，從而由該策略中得到較多的助益。 根據上述結果，文末呈現教學上的義涵和應用，並對未來相關研究提出建議。 / This action research study aims to investigate the process of fostering reading comprehension ability of EFL vocational high school students by incorporating a critical thinking strategy, namely, “Questioning the Author”, into the English reading teaching activities. A total of thirty-eight 10th graders from a vocational high school in northern Taiwan participated in the present study for a five-week implementation. The data were collected through qualitative methods, including participants’ worksheets, learning surveys using Likert Scale and open-ended questions, the field notes and the teaching logs of the teacher researcher, and the focus group interviews for high and low achievers. The results were analyzed and interpreted with an attempt to have a profound and extensive understanding of the effect of the strategy “Questioning the Author” on students’ reading comprehension ability, along with generating more feasible pedagogical implications. Major findings are as follows: 1. Most students in the present study had a positive perception to the strategy “Questioning the Author”. Despite their different English proficiency levels, the strategy made a difference in their reading experiences, and meanwhile boosted their interest in reading and improved their reading comprehension ability. 2. When incorporating the strategy into teaching activities, the teacher as a facilitator observed the responses from students to modify the ongoing activities. 3. Discussions during reading provided a low-anxiety and supportive environment for students to express their opinions and construct meanings actively as well. 4. Although both high and low achievers made progress in their critical thinking and reading ability, the latter benefited more from the strategy than the former, for they developed more interests in reading as well as obtained higher confidence in themselves through the strategy. Pedagogical implications and suggestions for future studies are also included at the end of the thesis.