本研究旨在探討導入語意圖教學對於技術高中學生閱讀能力學習成效之影響。另外，再透過教學回饋單了解學生對於語意圖教學的學習感受，以便能提供閱讀教學者和未來的研究者在融合語意圖概念於閱讀教學時的參考。本研究採用準實驗研究法的「不等組前後測設計」，研究對象為宜蘭縣某技術高中二年級四個班級的學生，兩班為實驗組，採用語意圖概念進行閱讀教學；另兩班為控制組，採用傳統講述法進行閱讀教學，樣本總計142人。其中70名學生為實驗組，而另72學生為控制組。本研究採用six-way paragraphs初級測驗做為學生閱讀能力的評量。四個班均都先進行閱讀能力之前測，作為閱讀能力實驗教學量化成效評估的起點參照，隨後兩組都採用相同的課程教材進行實驗教學，為期12週，隨即進行閱讀能力後測，評估實驗教學在閱讀成績的進步幅度。同時並再進行教學回饋單之問卷，評估情意層面的認同程度。本研究的主要發現如下：一、語意圖教學有助於學生英文閱讀的整體能力。二、語意圖教學在英文閱讀各項能力的判準以對「文章結論與判斷」最有助益。三、其次有效的是對「文章主旨的掌握」能力。四、再其次有效的是對「利用上下文猜測詞意」的能力。五、但在「主旨與細節的關係」以及「內文細節間的關係」，成效則較不明顯。六、根據教學回饋單，學生對語意圖概念教學多有正面的看法，且多認為其最有助於理解文章結構，並多願意使用語意圖閱讀文章。由本研究得知，語意圖概念教學對於學生的總體閱讀能力多有正面的影響，且在量化的後測成績與教學回饋單的情意認同，都有一定程度的效益。教師確可多應用語意圖概念輔助閱讀教學，強化學生對文章內容與架構之理解，提升閱讀能力。 The main purpose of this study was to evaluate the effects of semantic mapping instruction on reading comprehension among EFL vocational high school students in Taiwan. It also investigates students’ perceptions toward the semantic mapping instruction and application in an effort to illuminate both reading instructors and future researchers with practical suggestions of how to incorporate semantic mapping into the reading courses.The pretest-posttest nonequivalent group design of quasi-experimental method was adopted. One hundred and forty-two eleventh graders from a vocational high school in Yilan city were invited in this study. Seventy participants were assigned to the experimental group and seventy-two were assigned to the control group. The experimental group received semantic mapping instruction for 12 weeks, while the control group received the traditional teaching method instruction. These two groups had the same teaching materials and learning hours. All the participants were asked to take the reading comprehension pre-test and post-test. Furthermore, at the end of the experimental course, the experimental group’s perceptions toward the semantic mapping instruction were also surveyed.The major findings were as follows.First, the semantic mapping instruction had positive impact on reading comprehension. Second, the semantic mapping instruction benefited students’ comprehension on the conclusion. Third, the semantic mapping instruction benefited students’ comprehension on subject matter. Forth, the semantic mapping instruction benefited students’ comprehension on the vocabulary. Fifth, the semantic mapping instruction benefited students’ comprehension on the relationship between the subject matter and the details and on the clarifying devices, but the results failed to reach a significant difference.Sixth, Based on the teaching feedback sheet, students gave positive feedbacks towards semantic mapping and indicated that semantic mapping could help increase reading comprehension as well as the understanding of text structure. Furthermore, they showed their willingness of applying the semantic mapping in the future while they were reading the articles in English.
