| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 104 === ABSTRACT
The purpose of the present study is to compare and analyze tenth graders’ English reading performances among the three different English genres, including the Narration, the Exposition, and the Argumentation by means of reading miscue analysis. Before reading the three English genres, the students’ English reading backgrounds, attitudes toward English reading, English reading difficulties and strategies are explored in the individual reading interview. Then, the students retell the meaning of the texts. Finally, the students’ oral reading miscues and the retlling performances among the three English genres are investigated and compared through reading miscue inventory (Goodman, Watson & Burke, 1987).
The findings are summarized as follows:
1. From the reading interview responses, most of the students have similar English reading backgrounds and difficulties. Moreover, most of the students showed positive attitudes toward English reading. Regarding the skills of reading English texts, most of the students expressed that they will look for the dictionary, depend on the contextual clues, and asked for the help from the advanced peers or teachers.
2. Based on the one-way ANOVA analysis of the students’ English reading miscues among the three English genres, there are two significant differences, including the meaning construction and grammatical relationship reading miscues. In terms of the meaning construction reading miscues, there are significant differences between the Exposition and the Narration as well as between the Argumentation and the Narration for the students. In terms of the grammatical relationship reading miscues, there is a significant difference between the Narration and the Exposition for the students.
3. Based on the one-way ANOVA analysis of the mean scores of the retelling among the three English genres for the students, there are significant differences among the Narration and the Exposition, the Narration and the Argumentation, and the Exposition and the Argumentation. Based on the distribution of the mean scores of the retelling among the three English genres, most of the students get the lowest score in the Narration, higher score in the Exposition, and the highest scores in the Argumentation.
4. Based on the three English genres, most of the students express that their difficulties and suggestions for the three English genres. In terms of the difficulties of the three English genres, most of the students encounter more unfamiliar words in the Narration, and the complex story plots make students fail to retell the main theme completely. On the other hand, most of the students express that becuase they are more familiar with the main theme of the Exposition and the Argumentation, they tend to utilize the contexts to comprehend the texts even though there are some unfamiliar words or grammars. In terms of the students’ suggestions for the three English genres, most of the students suggest that the schools’ English textbooks add more argumentative and critical genres concerning the current issues in the future. As for the narrative genres, most of the students express that they are fascinated by the story, and it can positively increase their English reading motivations. Nevertheless, most of the students suggest that the difficult and unfamiliar words in the narrative genres should be approriately simplified or explained.
Reading miscue analysis is a diagnostic, formative, and summative tool for English teachers to investigate the students’ English reading processes. It provides teachers with opportunities to understand students’ reading weaknesses so that students can detect and improve them. In addition, reading miscue analysis reveals the students’ different English reading miscues in three different English generes. Therefore, the students’ miscues in different English genres can be analyzed and compared. Thirdly, the students’ English reading miscues can be further analyzed and diagonosed by the different reading miscues feaures, including graphic, phonemic, and meaning. For instance, the meaning construction reading miscues can be classified into three domains, including No Loss, Partial Loss, and Loss miscues.
In order to upgrade students’ English reading, there are some suggestions for future studies. First, it is hoped that the future study can investigate readers’ different English reading backgrounds and difficulties. Second, it is hoped that the future study can explore readers’ English reading performances in different English genres, such as persuasion and descriptions. Third, it is hoped that the future study can utilize other retelling approaches, such as think-aloud to explore readers’ English reading processes. Finally, it is hoped that the future study can recruit subjects on different English proficiency levels to understand their possible English problems so that it may find out the solutions to bridge the bimodal gap of the English learing in Taiwan.
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