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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/16294

Title: Exploring the EFL Learner's Reading Process: The Process and Applicability of Miscue Analysis
英語為外語學習者之閱讀歷程探究:閱讀差異分析之過程與應用
Authors: Chang, Shan-Mao;Chang, C. C.
Contributors: 英語學系
Keywords: Reading process;EFL reader;Reading miscue analysis;Linguistic cueing system;Morphological change miscue
閱讀過程;英語讀者;閱讀差異分析;語言線索系統;詞類變化的閱讀差異
Date: 2010-07
Issue Date: 2013-05-06T02:21:00Z
Publisher: 國立彰化師範大學
Abstract: Reading miscue analysis has commonly been used to gain an insight into the learner's reading process. This study aims to explore the reading process of a Taiwanese reader through miscue analysis. A secondary purpose was to discuss some encountered problems on applicability of miscue analysis in this study. A seven-grade EFL reader, Eason, participated in the study. The Reading Miscue Inventory (Goodman, Watson, & Burke, 2005) was used as the major instrument in this study. The miscues Eason made were examined in the following aspects: syntactic acceptability, semantic acceptability, meaning change, and graphic and sound similarity. Eason was found to integrate syntactic, semantic, and graphophonic information during the reading process. The miscue patterns reflected that Eason relies more strongly on the graphophonic and semantic cues than on the syntactic ones. Eason also produced some proportion of morphological change miscues, which seem to reflect the interlanguage features of his own and his ways of processing an English text. With regard to the secondary purpose, in EFL contexts, to judge what is considered to be a miscue to be coded, especially the morphological change miscues, and to judge the syntactic and semantic acceptability of miscues are likely to be potential difficulties one would contend with. The discussion might post a fruitful issue for further research when one selects this method to examine the process of L2 reading.
「閱讀差異分析」(miscue analysis)是用來洞察閱讀歷程的一項研究工具。此篇研究主要目的是使用閱讀差異分析檢視英語學習者之閱讀歷程;次要目的是探討使用閱讀差異分析時,會面臨到的困難與限制。研究對象為國內一名七年級讀者-Eason。此研究沿用2005年Goodman,Watson以及Burke發展的「閱讀差異分析量表」(The Reading Miscue Inventory)為主要測驗工具。Eason所讀出來的閱讀差異將依語法接受度、語意接受度、意義改變、字形相似度與字音相似度來分析。結果顯示Eason綜合運用語法、語意、字形來建構意義。進一步發現Eason在閱讀過程中,多依賴字形、語意而較少運用語法線索。此外,Eason在閱讀英文時產生詞類變化的閱讀差異可能反應個人中介語的特徵。本研究最後指出,在英語為外語的學習環境中,研究者應用閱讀差異可能會遇到下列問題:第一,哪些閱讀差異該列入分析,尤其是英語的詞類變化的閱讀差異;第二,該如何判斷讀者閱讀差異的語法和語意接受度。未來運用閱讀差異分析探討閱讀過程時,須留心本研究所提出的議題。
Relation: Spectrum: NCUE Studies in Language, Literature, Translation, and Interpretation, 7: 77-96
Appears in Collections:[英語學系] 期刊論文

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