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題名:A Studty of Cross - Cultural Rhetorical Structure on Eft Students' Reading Performance     (40點)
跨文化修辭結構對EFL學生英語閱讀表現的研究
著者:Tsai-Fu Tsai(蔡財富)
出版地區:台灣
出版城市:彰化縣
學科:人文綜合 ; 社科綜合
關鍵字:修辭文體架構 ; 歸納法的文體體裁 ; 演譯法的文體體裁 ; 英文閱讀理解 ; rhetorical text structure ; inductive rhetorical organization ; deductive rhetorical organization ; English reading comprehension
刊名:Journal of Liberal Arts and Social Sciences,Chienkuo Technology University
卷期:30卷2期(2011.7)
頁碼:99-118
語言:英語
摘要: 中文摘要PDF ; 英文摘要PDF

本研究在於探討EFL大一學生在閱讀說明文體的英文文章時,其閱讀表現是否會因不同的文體結構而有影響,亦即;演譯法與歸納法的不同文體體裁對EFL臺灣大一學生的閱讀理解能力表現,及對閱讀文體體裁的偏愛是否有不同?本研究從學生的觀點,針對163名不同英文程度的科大EFL大一學生實施研究,學生連續兩星期每週閱讀二篇以不同體裁結構寫成的英文文章後,再各作答與文章內容有關的十題閱讀測驗,以了解讀後閱讀測驗的表現是否因文章體裁的不同而有差別。研究結果顯示,EFL大一學生的英文閱讀理解會因文體體裁結構的不同而受到影響。比較起來,EFL學生在閱讀演譯法的文體體裁時,較易於理解,其閱讀表現也優於閱讀歸納法的文體體裁,呈現量化的差異。此外在不同英文程度的四個班級中,英文程度好的學生,無論是在閱讀演譯法或是歸納法的體裁時,其閱讀表現優於其他程度者,而英文程度不好的學生,無論是在閱讀演譯法或是歸納法的體裁時,其閱讀表現不如英文程度好者;無論如何,研究結果顯示,EFL大一學生在閱讀英文文章時,對中文語法的歸納法體裁並無特別的偏好。此研究結果也證實了外語能力的不足是影響閱讀表現好或壞的主要因素。
The study was undertaken to investigate the question; would EFL students' reading performance be affected by different linguistic contexts when reading expository texts? It was a comprehension and preference examining whether inductive versus deductive structure is better understood and preferable for Taiwanese college freshmen. Specifically, this study, from the perspective of EFL students, explored whether culture-specific rhetorical structured texts affect EFL students' reading comprehension and recall. Four reading passages verified as inductively and deductively structured, were given to four groups of 163 EFL college freshmen according to their levels of English reading proficiency. Each groups read two passages in the opposite structure, either an inductive or deductive structure over a one week period for two weeks in a row. After reading each passage, four groups of students answered a set of 10 multiple-choice comprehension questions about the material covered in that text. The results showed that rhetorical text structure did have an effect on EFL students' reading comprehension. The reading text with a deductive organization was better comprehended by EFL students; they revealed quantitative differences in favor of the reading passage written with a deductive rhetorical structure. In addition, the high language proficiency students performed higher within the two reading passages in both the inductive rhetorical text structure, and in the deductive rhetorical text structure than did other levels. By comparison, the low language proficiency group scored lower within the two reading passages both in inductive and in deductive structured texts. Nevertheless, Chinese inductive rhetorical organization did not have cultural-specific preferences on EFL students. This study also proved that lack of second or foreign language proficiency may then be a primary cause of poor second language reading.


    

本卷期目次
Journal of Liberal Arts and Social Sciences,Chienkuo Technology University 30卷2期 (2011.7)
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A Studty of Cross - Cultural Rhetorical Structure on Eft Students' Reading Performance/ Tsai-Fu Tsai
 
   
 
   

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