下列是已經發表過的英文教學研究:                                
1.Using Codes to Arouse Students’ Self-Awareness in English Writing
本文發表於教育部主辦「九十三學年度全國高級中學英語教學研討會」。

2.Exploring the Reading Difficulties of Senior High School Students
本文發表於龍騰文化事業公司英文教學雜誌「英文新天地」第12期。

3.中學生閱讀與圖書館利用之探討—以南投縣立旭光高中為例
　

Using Codes to Arouse Students’ Self-Awareness in English Writing

                             Abstract

This paper documented the results of a research on English writing classes in the second year of senior high school students.  The research period extended over half a year.  Forty students have contributed to the resulting English compositions.  To arouse students’ self-awareness in correcting mistakes of English compositions, Mistake and Correction Codes were marked above incorrect words instead of writing correct answers on the exam paper by teachers directly.  The paper concluded with the following findings: (1) Based on the application of Mistake and Correction Codes, students discussed mistakes with classmates willingly, exchanged their compositions with one another, and actively asked teachers about unsolved problems.  (2) After the teacher corrected the revised compositions, the mistakes occurred in the former English writing reduced in the latter assignment.  This phenomenon reflected on new topics as well.  Hence, the resulted may benefit high school teachers teaching English writing.

INTRODUCTION

     As the proposal of English to be the second language of official language, English teaching in Taiwan has gained an overwhelming attention in recent years.  Nowadays, English writing has played a more important role in senior high school.  Students have to encounter the process of brainstorming, thinking about the topic, making up supporting, and concluding sentences.  This process may cost a wealth of time; however, the following correcting process may consume multiple time for plenty of teachers.  Teachers are the ones who have to use excessive eyesight to correct all students’ compositions.  The correcting process is indeed time-consuming and energy-exhausted.  Most of the teachers suffer a lot from correcting papers; thus, many of them prefer to correct the compositions by means of circling the mistakes and offering correct answers directly, and then the correcting marks make the paper just like drawing a ‘Christmas tree’. 

The correcting process may bother teachers all the time, and students may repeatedly make the same mistakes on their writing tasks.  To most teachers, correcting students’ compositions seems to be a continual nightmare.  The more students write, the more teachers have to suffer from it.  With this in mind, this research set out to examine the process whether students benefited from cooperative learning via discussing mistakes, and exchanging compositions.  The other concern was to identify whether students developed stronger self-awareness while correcting compositions per se, and spontaneously asking teachers questions.

METHODOLOGY

The methods used included participant observations, unstructured interviews, and data collection.  Forty students in the second year of Nantou ShiuhKuang Senior High School joined the research.  They were previously asked to write dialogue journals weekly for one year.  The writing fluency has been improved during this period of time.  In journal writing, there were no fixed topics, so students were free to write down anything, such as daily trouble, disputes with parents and personal experience.  The dialogue journals function as the communicative bridge between the teacher and students so as to solve students’ problems or class’ conflicts.  Most of the students seized the opportunity and had strong motivation to express their thoughts in dialogue journals.

     Among the latter half year, students started to write formal compositions due to the preparation of College Entrance Examination.  In the past, the teacher corrected the compositions by just circling the mistakes and wrote down the corrected answers for students.  In doing so for several times, the teacher observed that when students received the corrected papers, most of them just looked at their scores, ignored the mistakes they made, and even threw away the corrected papers right after they received them.  To students, what they cared were merely scores, not why they made such mistakes and how to improve English ability.  Students are forced to go through the mistakes they made ’passively’, but they do not ‘actively’ try to figure out what is wrong with the mistakes.

Participant Observation

     The teacher distributed the handout of Mistake and Correction Codes with incorrect sentences as examples within.  The teacher led students to correct each mistake by identifying each code.  Then students were asked to correct one false model composition in class.  While doing participant observation, the teacher found out that most of the students were eager to find faults with classmates, and willing to discuss mistakes with one another.  If they had no agreement, they would find another classmate to solve conflicts.  To learn from others’ mistakes is indeed a breakthrough for students to revise compositions.

Unstructured Interviews

     The unstructured interviews were conducted in between conversations about students’ comprehension of Mistake and Correction Codes and the feedback after correcting the false model composition, including questions about the way to correct their mistakes, the need to improve their writing ability, and the problems related to their lack of self-awareness, as well as what they thought it would be useful to use codes in English writing classes.  The conversations between the students and the teacher were note taking.  In addition, students reported the time of students’ self-correction has been shortened as they corrected one composition after another. 

Data Collection

     Students were required to hand in dialogue journals once a week, and to hand in a formal composition once a month.  The function of dialogue journals is to concern about the ‘contents’ per se, not the spelling, word forms or grammar mistakes in dialogue journals.  However, the purpose of the formal composition is to center on the linguistic features, such as semantic differences, syntactic structures, and pragmatic functions.  The teacher distributed the students’ marked compositions corrected by the teacher in class, and they were allowed to discuss with classmates or asked the teacher questions of compositions.  Most of the students are highly participated in working out their own tasks.  Students were encouraged to exchange their compositions, some of whom did it pleasantly.  The resulting data comprised of four formal and corrected compositions.

Comparisons and Contrasts of Sources

Data collection proved to be the most useful method in this research, allowing the teacher to experience first-hand tasks, and the revised version of each composition.  The following were excerpts of compositions, quoted from one student with four versions of original compositions. 

The Original Version of The First Composition

     One day, the weater wasn’t very well.  Until I had to went to school by the school bus, it still rained a lot.  In a rush hour, I saw a bus came to me far away.  I afraided I might missed the bus, so I called it stopped.  My slight wasn’t clearly at that time.  Later, I felt some stranged, the bus was in the wrong way.  The way was not went to my school, it was went to the local museum!  I got off the bus right now, and catched the right bus!

     This paragraph was excerpted from the first composition indicated that the mistakes occurred mostly were the type of spelling.  Although there was a wide variety of mistakes like word forms, missing words, grammar, wrong verbs, redundancy, and wrong words taken place in the first composition, the mistakes of spelling accounted for the main proportion.  That meant the student was pleased to take risks in writing compositions freely without taking further hesitation.

The Original Version of The Second Composition

     I am just a grade two senior high school student.  After one year, I will take the college extrance exam in next January.  I want to enter a English Department in college.  This is what I want when I was in junior high school.  Then how can I get it?  I must to listening more English magazine lessons, reading more English newspapers and watching more English novels.

     A further change in the second composition was the reduction of mistakes occurred in spelling.  The student may pay much attention to words spelling while writing the second composition; thus, this type of mistakes diminished greatly in the second composition.  In spite of the fact that there were still other mistaken forms such as redundancy, articles, word forms, missing words, and wrong words, the lower frequency of mistakes has been proved that the student may cultivate self awareness in writing compositions.  During this process, the teacher discovered that most of the mistakes stemmed from wrong words.  Although the student has noticed the mistakes in spelling, how to select appropriate and correct words for writing compositions may become a big task at this phase.

The Original Version of The Third Composition

     When I arrived at home, the door open for me immediately; when I sat on the sofa, the television turned on by itself; when I entered my room, the air-conditioner opened without my yawn.  How beautiful it is!  I don’t worried about the four special things may have wasted electricity.  When I left them alone, them have to stopped as soon as possible.

     During the process of writing the third composition, the student made a major mistake in word form.  For instance, “I don’t ‘worried’ about the four special things may have wasted electricity.”  In this sentence, the word 'worried' should be replaced by 'worry' since it is followed by an auxiliary verb.  In addition, the last sentence “When I left them alone, 'them' have to 'stopped' as soon as possible.”  The word 'them' written as an objective form should be transferred into a subjective form 'they', and the word 'stopped' should be turned into 'stop' on account of grammatical function.

The Original Version of The Fourth Composition

     Environmental Protection have much to do with us, it is so important that we can’t lose it.  Natural resource is exist on everywhere, we have to cherish as we can.  In the few of decades years, many environmentalists exclaim people have to protect rain forests, wild animals and natural oils.  If we keep on using it without any limited, we will have no electricity to use.  The weather is much worse than before; the animals are easy to exdinct.

     In this composition, the student has encountered run-on sentences.  While writing the fourth composition, they focused on the spelling, using the right words, as well as the correct word forms.  However, the student combined two complete sentences with a comma instead of conjunction words.  This type of mistakes occurred mainly at the fourth stage.  The major reasons may result from the creativity of longer sentences, which enabled the student to have deeper and broader thought in writing compositions.

     To sum up, the comparisons and contrasts of four compositions showed a tendency toward language learning; that is, the student learned from linguistic components, such as words, verbs, word forms, and grammar, to language as a whole unit.  In other words, when the student applied to the usage of codes to arouse one's self-awareness, which also reflected on one's thinking process while writing next composition.  This process may create a beneficial writing circle.    

CONCLUSION

This paper has shown the value of using Mistake and Correction Codes for arousing students’ intrinsic motivation so as to recognize their roots of mistakes.  During the correcting process, students spontaneously work with one another through oral discussions as well as composition exchanges.  They developed a cooperative-learning atmosphere in English writing classes.  The mistakes of compositions reduced significantly while repeatedly revising.  Therefore, it is suggested that English teachers in high school apply the Mistake and Correction Codes in English writing classes.                                              

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Exploring the Reading Difficulties of Senior High School Students

1.0 INTRODUCTION

1.1 Students’ Problems

     Many senior high school students make lots of mistakes in English reading comprehension questions. Most of their problems lie in too much vocabulary, complicated sentence structures, or long texts which may cause the difficulty of reading comprehension. In the past, teachers seldom gave students assistance in reading skills, but taught them grammar and vocabulary; however, reading is regarded as an active mental process that requires meaning shifts from the text itself to the reader. Thus, teachers need to conduct prior to, during, and after the reading assignments to assist students to read more effectively.

In reality, students need a great amount of comprehensible input, and reading materials usually provide the most available source. Reading is a process involving the activation of relevant knowledge and related language skills to achieve an exchange of information. It requires that the reader focus on the materials and integrate previously acquired knowledge and skills to comprehend the passages.

Students need to realize their levels of comprehension as they read, and they need to learn the way to find clues as well as to answer questions. Ringler and Weber (1984) stated that many students did not notice the aim of reading and did not focus on the comprehension of what was happening, and the task of teachers was to teach students how to overcome these pitfalls. Therefore, this research attempted to investigate students’ reading difficulties via reading passages and answering reading comprehension questions.

1.2 Hypotheses

     EFL students need to cultivate regularly reading habits and to read greater quantities of authentic materials as sources to attain comprehension and to polish their reading skills. The aim of this research was to examine whether students had fixed patterns in answering reading comprehension questions. The following issues would be discussed in this research:

1.  To explore whether each reading comprehension question has relevance to one another for students to acquire in process of time.

2.      To examine whether different sexes may have significant differences in answering reading comprehension questions.

3.      To identify whether high and low achievers may perform differences in reading comprehension questions.

     By examining the above questions, it was suggested that the reading difficulties of senior high school students be revealed as diagnostic tools for teachers who teach in senior high school.

2.0 LITERATURE REVIEW

     An abundance of reading skills is adopted by on-hand teachers. For many, the main purpose of reading is to learn language; thus, they may like to use grammar-translation approach in teaching reading. Teachers may prepare readings that contain new vocabulary and examples of the grammar to be learned from passage, and students would merely read those materials to learn the language elements. In recent decades, some researches about reading skills have been prospering, and the following contents would demonstrate experiments conducted by some researchers about students’ reading problems and reading skills.

2.1 Reading Problems

Aspatore (1984) discussed students’ reading problems as follows: students were so afraid that they concerned more with getting correct answers than with more important process of how to get answers. They depended too much on the dictionary, and they had problems making the transition from short readings to long ones. Also, Chastain (1984) provided two approaches for teachers to assess students’ reading difficulties. In his book, he stated that teachers could either ask the student to describe the strategies he or she used while reading passage, or they could observe the student’s strategies while he or she was reading aloud.

2.2 Reading Skills

Loew (1984) proposed practical advice for teaching reading skills; in other words, teachers needed to encourage students to guess, to tolerate ambiguity, to link ideas, to paraphrase, and to summarize so as to stop dwelling on isolated words not vital to comprehension. Furthermore, Grellet (1981) stated that instead of concentrating on sentences and words, proficient readers read with global understanding and then worked toward comprehension of detailed aspects of the reading. She maintained (p.8) that “reading is an active skill….it constantly involves guessing, predicting, checking, and asking oneself questions.”

In 1984, Carrell suggested that language learners be taught to alternate between top-down and bottom-up processing to monitor and reconstruct their comprehension of the content as they read. In a further step, Chastain (1988) stated that prior to the first reading assignment, teachers should teach students how to skim, find the main idea, develop and modify hypotheses, and correct as well as learn from errors. They needed to give students practice using the dictionary, taking notes, underlining, skimming, and rereading, as well as making sure that students were clear to the reading task before making reading assignments.

Chastain (1988) proposed that students needed to know how to use referent and connecting words to establish relationships in and among sentences and paragraphs; to practice timed readings to improve reading speed; to use scanning and skimming techniques to preview reading materials, predict what the selection was about, and develop expectations about the content of the text.

     By focusing on students’ reading problems, the teachers will have more effective ways to instruct students with more appropriate reading strategies or skills. The important point is to emphasize one strategy once, and provide students more opportunities to put theories into practice. After students are familiar with previous skills, more reading strategies or skills can be induced or introduced to students.

3.0 PROCEDURE

3.1 Pre-reading Activity

     39 seniors in Shiuh-Kuang Senior High School, 15 males and 24 females, joined the research. They are required to read one passage and do 6 reading comprehension questions per day, from Monday to Friday; namely, they finished 5 passages, including 6 reading comprehension questions per passage. The research was conducted for about one semester. The purpose of this research is trying to cultivate students’ basic skills for reading factual materials through the use of the following 6 types of questions: subject matter, main idea, supporting details, conclusion, clarifying devices, and vocabulary in context questions.

Since these terms may be defined differently in various contexts, in this research the terms are defined as follows:

3.2 Definition of Terms

     The following passage is an example to demonstrate the usage of six categories.

     One of the main differences that separate traditional Chinese medicine from Western medicine is that the former is more likely to use the natural way of curing illness while the latter is more likely to be based on some form of chemical treatment. Thus, Western medicine focuses on the illness or the disease itself, while Chinese medicine focuses on keeping the body in balance and in harmony with nature.

     The difference in focus has led to different methods of treatment of a sick person. For example, Western medicine has been referred to as the “magic bullet.” The magic bullet hits and kills the disease and solves the problem. However, when one uses a bullet on a body that has disease, it may not only kill the disease but also harm the body at the same time. The bigger the bullet, the more harm it might do to the body. This is what people call a “side effect.”

     Chinese medicine, on the other hand, is more “preventive.” It focuses on maintaining the overall health of a body. A Chinese doctor’s role, in addition to curing illnesses, is to keep a patient healthy. Instead of using the “magic bullet” approach to cure the illness, Chinese medicine combines different herbs to get rid of the things that make the body sick and, at the same time, to strengthen all parts of the body. In this way, the cause of the disease is removed, and the body is healed back to its normal, balanced state. When a body is in balance, it can heal itself and stay healthy more easily.

                   --excerpted from Lung Teng English Reader, Book Four, Lesson Four--

                                          --By Alexasia Shih, David Doyle & Su-O Lin—

1.      Subject Matter

     It is the general idea of passages. Readers need to gain a rough picture for what they read. Gaining the main concept is major tasks.

For example: Question: What is the passage about? 

Answer:  Chinese medicine.

2.      Main Idea

     The main idea can often be expressed in a single sentence. It is trying to grasp the writer’s main points of passages. It is usually a summary type answer.

For example: Question: What is the main idea of the passage?

           Answer: The differences between Chinese medicine and Western medicine.

However, in this research the questions were designed as three statements for students to select: one is defined as broader than main ideas; another is defined as main ideas per se; the other was defined as narrower than main ideas.

3.      Supporting Details

     Various kinds of details are used to support the main idea and they come in various forms, such as definitions, examples, explanations, descriptions, comparisons, contrasts, exceptions, analogies, similes, and metaphors, etc.

For example: Question: Why is Western medicine referred to as the “magic bullet”?

           Answer: It is because it hits and kills the disease and solves the problem.

4.      Conclusion

     In general, there are two kinds of passages with conclusions. One is stated by the author, and the other is merely implied by the author.

For example: Question: From the passage, why are more and more people turning to Chinese medicine?

           Answer: It is because it has few side effects.

5.      Clarifying Devices

     Clarifying devices are words, phrases, and techniques that are used to make main ideas, sub-ideas, and supporting details clear. Two literary devices are similes and metaphors. A simile uses the words like, as or than to make a comparison; on the other hand, the metaphor makes a direct comparison. The largest group of clarifying devices, and the most used, are signal words, such as first, second, next, last as well as finally, and transitional words, such as in brief, in conclusion, above all, therefore, since, because, and consequently.

For example: Question: What role does a Chinese doctor play in addition to curing illnesses?

           Answer: To keep a patient healthy.

6.      Vocabulary in Context

     It is to infer the exact meanings and different shades of meaning of the words from passages.

For example: Question: What does the word “strengthen” mean?

           Answer: To continue to keep in good working order.

3.3 While-reading Activity

3.3.1 The First Stage

     For the previous two months, the teacher asked students to skim the passages, and then answer the questions with dots next to the answers. Next, students were required to find out the key words from questions, and tried to scan those key words in the passage. Also, students are required to underline the answers they found in the article while doing reading comprehension questions. This time students had to answer their questions again with checks next to the correct ones. Finally, students would get scores, and then they are allowed to look up unfamiliar words in the dictionary as the last resort.

3.3.2 The Second Stage

     After two months, it was realized that most of the students had difficulty in understanding passages, and particularly they did not know how to grasp the key words. Thus, at the beginning of third month, students were asked to pick up at least three key words, phrases or one sentence from each paragraph or they could paraphrase or write down a complete sentence for each paragraph as main ideas. However, instead of picking up key words or phrases from each paragraph, students would like to underline difficult words and phrases in the passage. After checking students’ assignments for several times, they eventually learn to find out the key ideas and facts in the reading. 

3.4 Follow-up Activity

     Teachers’ tasks were to clarify problems by focusing on the main ideas of each passage, and to check whether students accomplished their assignments on schedule. Each student was also responsible for looking up at least ten unknown words of each passage in the dictionary after finishing questions. The teacher collected the vocabulary of five passages as one unit, and made copies for all students. After finishing five passages, students would have a review quiz based on the vocabulary, phrases or contents of texts. Students could either earn extra points as bonus by memorizing ten words of the maximum and wrote them down on test papers, and not merely focus on unknown words.

3.5 Coding

     After finishing each passage, students filled in Diagnostic Chart for their correction, which included the categories of Main Idea, Subject Matter, Supporting Details, Conclusion, Clarifying Devices, and Vocabulary in Context. If students’ answers were incorrect, they would have to write correct answers to the right of the blocks. Then students calculated their total mistaken times for twenty passages as a unit, so sixty passages were calculated as three units.

4.0 DATA ANALYSIS

4.1 Acquired Order of Comprehension Questions

     From the totally calculated times in Table 1, it seemed to present a tendency for students’ reading acquisition of comprehension questions.

Table 1. The acquired order of comprehension questions

Seldom did students make mistakes in the question types of Supporting Details and Subject Matters, but Clarifying Device and Vocabulary in Context were the frequently mistaken types. Thus, from the calculated results, it might be concluded that students might learn the skills of answering comprehension questions as the following order: Supporting Detailà Subject Mattersà Main Ideasà Conclusion à Clarifying Deviceà Vocabulary in Context. The result seemed contrary to humans’ learning process; in other words, while one learned a second or foreign language, one would learn from vocabulary firstly, then to sentences, and to paragraphs. However, vocabulary type question seemed to be the most difficult one and maybe the last one for students to master.

4.2 Sexual Difference

After calculating Diagnostic Chart from Passage 1 to Passage 60, it indicated some significant differences. The below table showed significant differences.

Table 2. The differences of passage 1- passage 60 in sexes

p<0.05

       In table 2, sex 1 meant male students; sex 2 meant female students. In general, female students performed much better than male students in answering the question type of Main Ideas and Vocabulary in Context. In T-test, the value of independent sample in sexes showed significant difference in both types.

4.3 High Achievement and Low Achievement

     Grades may also perform a significant difference in answering six types of questions. As Table 3 shown below, the group 1 meant low achievers and group 2 meant high achievers.

Table 3. The differences of passage 1-60 in achievement

p<0.05

      The high and low achievers have shown significant differences in answering five comprehension questions, except for the question type, Vocabulary in Context. From this phenomenon, it may be inferred that the question type, Vocabulary in Context, may be the most difficult question for students to master, not only for high grades students but low grades students as well.

5.0 RESULTS

     The result seemed to present a tendency of students’ reading acquisition, and some significant differences via the analysis of students’ learning process. Most students performed well in answering the question types of Supporting Details and Subject Matters, and students encountered most frustrations from the question type of Vocabulary in Context. This phenomenon may show that students may apply reading skills to “guess” most of the answers, but not the answers of Vocabulary in Context. It is difficult for students to select the right answers if they do not know the meanings of each word in multiple choices. Moreover, students claimed that the skills of Main Ideas could be mastered at ease after finishing more passages.

Despite of the fact that all students had received the same comprehensible input and instructions, students might still perform differently based on the learning quality and quantity of their efforts separately. Most of the students learned to pick out the key words from comprehension questions, and they could refer to important words that formed the core of sentences. This research was suggested to inspire students’ reading motivations and hoped to transform their reading habits into more meaningful and purposeful ones. It also intended to achieve the goal that students could fix these six question types in their minds so that they could automatically search for the main concerns of each new passage.

5.1 Students’ Feedback

     At first, students tried to look up each unknown word or phrase, but found it was too tiring to do so. After a couple of weeks, they started to look up key words or just read handouts of vocabulary which were distributed by teachers. Instead of focusing on unknown words all the time, they tried to grasp and to guess word meanings. Some students even claimed that sometimes they did not completely understand what the article was about, but they still could answer all questions correctly. Moreover, they felt they became more confident in reading long-text articles. When they encountered difficult words or phrases, students were not afraid of those words anymore. They not only increased their reading speed, but accuracy of comprehension questions as well.

5.2 Some Suggestions for English Teachers

・Teachers might select at least one original book or books about reading articles for each semester as outside reading so as to provide students more opportunities to cultivate intensive and extensive reading skills.

・Students need to be motivated and encouraged to reading, and by providing follow-up activities, such as review quizzes, students might review the previous passages.

・Teachers need to help students develop reading strategies to fulfill assignments or comprehension questions, and one rule needs to be kept in mind: “Practice makes perfect.”

・Encourage students to form small discussion groups after accomplishing their assignments. Some students may benefit from peer discussions.

・Vocabulary was the foundation of English sentences. Most of the reading difficulties of senior high school students lie in too much unknown words which may cause the frustration of comprehension. Thus, teachers may need to assign students to memorize vocabulary regularly so that they would be more powerful when reading new articles.

・Teachers need to offer a constructive technique for students to practice while reading, for instance, teaching students about the structure of compositions, leading them to use strategies that increase reading comprehension and gaining information. Or as Sanacore indicated that students need to cultivate SQ3R skill, which consists of survey, question, read, recite, and review.

・As some researchers suggested that teachers needed to notice students’ reading skills and underlined unknown words without looking up the meanings in the dictionary; to use contextual clues to guess the general meaning; to skip unknown words; to focus on cognates, roots, prefixes, and suffixes. By doing so, students may learn languages in a more systematic way: they may develop the ability to analyze language units, not to recognize languages as separate pieces.

Reference:

Carrell, P. L. (1984) Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal, 68:332-43.

Chastain M. Kenneth. (1988) Developing Second-Language Skills: Theory and Practice. Orlando: Harcourt Brace Jovanovich.

Grellet, F. (1981) Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press.

Hosenfeld, C., et al. (1981) Second Language Reading: A Curricular Sequence for Teaching Reading Strategies. Foreign Language Annals, 14:415-22.

Krashen, S., and Terrell, T. D. (1983) The Natural Approach: Language Acquisition in the Classroom. Hayward, California: The Alemany Press, pp. 131-42

Ringler, L. H., and Weber, C. K. (1984) A Language-Thinking Approach to Reading. SanDiego: Harcourt Brace Jovanovic, Inc.

Sanacore, J. (1985) Metacognition and the Improvement of Reading. The Education Digest, 50:56-58.

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中學生閱讀與圖書館利用之探討—以南投縣立旭光高中為例

An  Investigation of  Students’  Reading and  Utilization of the Library

in Nantou Shiu Kuang Senior High School.

摘  要

＊張麗雲          ＊＊葉兆祺

＊Chang, liyun   ＊＊Yeh, Chao-Chi

                                                                                      ＊南投縣立旭光高中讀者服務組組長

＊＊南投縣立虎山國民小學輔導主任

＊Nantou Shiu Kuang senior high school

                                                                                             ＊＊Hu-Shan Elementary School

本研究旨在探討中學學生之閱讀興趣、閱讀態度、閱讀習慣、家庭閱讀環境、圖書館服務滿意度及圖書館利用之情形，進一步瞭解其間的關係，並探究不同背景變項的學生其差異情形，目的了解學生閱讀情況，促進圖書館利用。

本研究以南投縣立旭光高級中學九十三學年度學生(包含高中和國中生)為對象，採問卷調查進行，有效樣本 632份。

本研究發現︰一、閱讀興趣會因性別之不同而有所差異。二、在閱讀習慣方面，學生每週閱讀課外讀物的時間2小時以下最多，在每學期閱讀課外讀物數量四本以下最多，閱讀原因以「準備學校科目或交報告」最多。三、閱讀習慣會因學習階段之不同而有所差異。四、家庭閱讀環境會因性別、學習階段、家庭社經地位及兄妹數之不同而有所差異。五、圖書館服務滿意度會因性別、學習階段之不同而有所差異。六、圖書館利用會因性別、學習階段之不同而有所差異，但不因家庭社經地位及兄妹數不同而有所差異。七、不同閱讀態度、家庭閱讀環境、圖書館滿意度的學生在圖書館利用有顯著差異，愈高分組圖書館利用有較佳的表現。

關鍵字︰家庭閱讀環境、圖書館利用、圖書館服務滿意度、閱讀態度、閱讀興趣

本篇文章已獲『彰化師大教育學報』審查通過，預定近期刊登。

Abstract

Chang, liyun

（Nantou Shiu Kuang senior high school

 The teacher and the leader of reader service）

Yeh, Chao-Chi

（Hu-Shan Elementary School Counsels director）

This study was to investigate students’ reading interests, reading attitudes, reading habits, reading environments at home, as well as their satisfaction toward library service and their utilization of the library in Nantou Shiu Kuang senior high school. Further, it intended to find out the relationships of these factors and to explore the differences among students with diverse backgrounds.

The respondents were students of the academic year 2004 in Nantou Shiu Kuang senior high school, including senior and junior high students. Data were mainly based on questionnaires, 632 valid ones collected.

The results of this study were as follows. Firstly, students’ reading interests were varied by their gender differences. Secondly, most students spent less than two hours per week doing non-academic reading and read less than four non-academic books per semester. Thirdly, students’ reading habits were also varied due to their different learning stages. Forthly, reading environments at home were varied by students’ gender, learning stages, socio-economic status of their families and the number of their siblings. Fifthly, students’ satisfaction toward library service was varied by their gender and learning stages. Sixthly, library utilization was varied by students’ gender and learning stages, but was not influenced by socio-economic status of their families and the number of their siblings. Seventhly, students with different reading attitudes, reading environments at home and satisfaction toward library service presented significant differences in utilizing the library. Those with higher scores utilized the library better.

Key words: reading environment, library utilization, satisfaction toward the library service, reading attitude, reading interest.

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