• 作者： 紀鳳鳴
• 作者服務機構： 國立中正大學外國語文學系
• 中文摘要： 本研究的目的是探討20個大學生如何運用所閱讀的正文以小組討論的方式去衍生並建構文意及小組討論是否提昇學生閱讀理解力。 參與本研究者為20個中正大學外文系一，二年級學生。每位參與者分別閱讀一篇由筆者選好的英文正文。然後再分成五個小組討論這篇正文。每一組討論的過程皆採錄音方式進行。最後並逐字轉錄成文字。全部資料採主題單位分析法。本研究結果共可衍生五種文意建構的討論形式－文意協商，文意評量，文意欣賞，文意統整及文意逃避等五種。本研究結果顯示，小組討論成功與否主要在於其成員是否願意接受其他成員的想法和意見。本論文更進一步提出在課室內如何有效運用小組討論以提昇學生閱讀理解力。
• 英文摘要： The purpose of this study is to examine how twenty Taiwanese EFL college students used small groupdiscussions as a medium to construct meaning from a literary text. Twenty college students were divided intofive discussion groups and were requested to discuss in English only. Each group's discussion was audio tape-recorded and transcribed verbatim. Topical units were used to analyze the data. A topical unit reflected a common perspective andrevealed a recurring discussion pattern. As a result, five discussion patterns were identified-negotiatingmeaning, evaluating meaning, savoring meaning, converging meaning, and avoiding meaning. The findingssuggest that the possible benefits of small group disscussions primarily depend on the willingness of the groupmembers to genuinely consider others' ideas and opinions. Some pedagogical suggestions as to how to helpESL/EFL (English as a second/foreign language) students view group discussion as a meaning-constructionprocess are proposed for teachers' classroom implementation.
• 中文關鍵字： 建構文意; 英文正文; 討論形式;主 題單位; 文意協商; 文藝評量; 文意欣賞; 文意統整; 文意逃避; 閱讀理解力
• 英文關鍵字： meaning-construction; English text; discussion patterns; topical units; negotiating meaning; evaluating meaning; converging meaning; savoring meaning; avoiding meaning; reading comprehension