外籍配偶與本籍配偶子女英文閱讀語誤現象之比較分析

• Main Author: 盧惠妊
• Other Authors: 張玉玲
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/74778294820531299818

碩士 === 高雄師範大學 === 英語學系 === 98 === The purpose of the present study is to compare English reading strengths and weaknesses of the children of immigrant parents (CIP) and the children of non-immigrant parents (CNIP) by means of reading miscue analysis. The CIP’s and the CNIP’s English reading background, attitudes toward English reading, English reading difficulties and strategies were compared after individual interview. In addition, their oral reading miscues including reading miscues of the meaning construction, the grammatical relationship, the graphic-phonemic similarity and the reading comprehension were analyzed and compared. The participants of this study were five CIP and five CNIP in the eighth grade. After the reading interview, all the subjects read the two English reading selections individually, and then retold the story. The interviews and oral readings were recorded. The subjects’ reading miscues were analyzed via reading miscue inventory (Goodman, Watson & Burke, 1987). The findings are summarized as follows: 1. From the reading interview responses, the CIP and the CNIP were similar in English reading background and difficulties, but different in attitudes toward English reading and reading strategies. The CNIP showed more positive attitudes than the CNIP toward English reading. For English reading strategies, the CNIP preferred to guess from the contexts; while the CIP preferred to ask for help from others. 2. From the reading miscues analysis, the CIP and the CNIP were different in the meaning construction reading miscues. Based on the higher percentage of the miscues, the CNIP outperformed the CIP. 3. Regarding the grammatical relationship reading miscues, the CIP and the CNIP performed differently. Based on the higher percentage of the miscues, the CNIP outperformed the CIP. 4. From the reading miscues analysis, the CIP and the CNIP were different in the graphic-phonemic reading miscues. Based on the higher percentage of the miscues, the CNIP outperformed the CIP. 5. Regarding reading comprehension, the CIP and the CNIP performed differently in their scores of retelling the two English reading selections. The CNIP comprehended the main and the detailed information of the reading selections better than the CIP. In order to help students read English materials with sense, English teachers could diagnose students’ reading strengths and weaknesses by reading miscue analysis, and design appropriate reading strategies for students accordingly. Then, English teachers could apply the bottom-up and the top-down processing reading strategies to help students’ reading comprehension. Finally, English teachers could encourage students to read extensively and provide them opportunities to read in order to facilitate their reading ability.