| 英文摘要 |
This study contains an empirical and descriptive exploration of EFL reading concepts held by Taiwanese college students. The proficiency level of these students ranges from good to poor. The subjects included 45 Taiwanese college freshmen of advanced proficiency and 45 of elementary proficiency. Each subject was interviewed, and responses were analyzed qualitatively and quantitatively. T he results should that while certain consistencies were displayed between groups, significant differences separated could be detected which corresponded to variations in ability. While some of these differences seem to be universal for L1 and EFL readers, such as the tendency of introductory readers to focus on decoding but advanced readers focus on meaning. However, certain concepts are uniquely related to EFL learning environments. For example, the less proficient Taiwanese EFL students' preference is to translate from the target language into the home language. They tend to mistake English reading for a language exercise and not a meaningful encounter. This viewpoint might be responsible for their analytical approach and for other misconceptions identified in the study. The paper concludes with a discussion of pedagogical implications. |
