| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 96 === The purposes of this study are to explore the learning effect of“The Chinese and foreign English teacher’s reading comprehension instruction”to junior high school students’English reading comprehension. The other purposes are to understand the influence of these instructions on a junior high school students’learning motivation and learning satisfaction.
The pretest- posttest nonequivalent group design is adopted. The independent variables are the three teaching methods of English reading comprehension：one is the foreign English teacher v.s. small-grouping teaching method(group A)；another is the foreign English teacher v.s. individual- grouping teaching method(group B)； and the other is the Chinese English teacher v.s. individual-grouping teaching method (group C) .The same teaching materials are adopted by the three teaching methods for ten weeks. The dependent variables are the effect of English reading comprehension, learning motivation and learning satisfaction. Ten units of English outside reading comprehension are designed for the mainly courses. The tests for the English outside readings and the examination questions of“The basic competence test for junior high school students”are also contained.
The following are the findings of this study：
1. Although there was no significant difference among the three groups on the English reading comprehension achievement tests, there was significant differences between the pre-test and post-test of every group. And there were five significant differences among the three groups on the ten units tests of English outside reading comprehension. group A and group C were superior than group B.
2. There was no significant difference among the three groups in the English learning motivation. In general , learning by“The Chinese and foreign English teacher’s reading comprehension instruction”to junior high school students’ English reading comprehension teaching can improve students’ learning motivation .
3. The most students of the three groups make positive responses to“The Chinese and foreign English teacher’s reading comprehension instruction”on learning satisfaction.
At last, according to the results of the study, the researcher made some suggestions as reference resources of the effects of English reading comprehension instructions on English education in junior high school and further research.
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