中學生閱讀科學圖文與不同語意透明度之學術詞彙的認知處理策略──眼動追蹤研究

Processing Strategies for Reading Illustrated Scientific Texts and Chinese Academic Words with Different Degrees of Semantic Transparency among Middle-School Students: An Eye-Tracking Study

科學文章是典型的多元表徵文本，有文字與圖表，且有概念密度高的學術詞彙，學生在閱讀文章時常有理解困難。本研究以眼動追蹤探討不同閱讀能力的中學生閱讀科學圖文的認知歷程與處理策略，以及遇到語意透明度高（意譯）與低（音譯）之學術詞彙時讀者如何處理。有效樣本為65名七年級學生，每位都要讀四篇科學文章，其中兩篇含有音譯、兩篇含有意譯的科學學術詞彙，之後完成自由回憶和閱讀理解題，最後播放研究參與者閱讀文章的眼動影片給其觀看，進行提示回溯性放聲思考。研究結果發現，高閱讀能力的記憶和理解表現都比低閱讀能力好，而讀者閱讀含有意譯與音譯的文本整體的閱讀理解測驗差異並不大。眼動資料則顯示在學術詞彙的處理層次上，各能力的中學生於閱讀音譯的科學學術詞彙時，第一次連續凝視時間都較意譯學術詞彙長，反映中學生難以從詞素意義理解音譯之科學學術詞彙；眼球凝視位置離開學術詞彙後，轉移到科學詞彙之後的句子尋找訊息，藉由上下文推測詞義。而在文章處理的層次上，不論閱讀能力優劣，中學生皆以文字為訊息理解之主要來源，讀文字的總凝視時間比例較讀科學圖表的比例高，但學生清楚表格類插圖的資訊量高且為統整後的重要資訊，因此相較於於其他類型的圖片，學生會花較多時間閱讀統整比較表。眼動提示回溯性放聲思考的資料則顯示高能力學生多運用「推論整合」（如運用插圖訊息、整合圖文訊息）的閱讀策略；中能力學生常使用「提取訊息」（如找重點、重讀）的策略；低能力學生則常用負向閱讀處理方式（如重點認知錯誤、不清楚閱讀目的），而難以在閱讀科普文章時進行有效的學習理解。

Scientific texts are texts with multiple representations (texts and diagrams) containing specific narrative styles, signal representations in pictures, and difficult academic words. Students may struggle with scientific texts—whether through having weak reading ability, over-focusing on text, or ignoring scientific pictures—as well as with graphic comparison and integration strategies. Therefore, students often face difficulties in understanding scientific texts. In particular, academic words are translated using different translation methods (such as paraphrasing and transliteration), and the understanding of academic words may be affected by semantic transparency. The application of eye-tracking technology is suitable for exploring how middle-school students read such content. Few eye movement studies have focused on academic words, with most exploring the cognitive process of adult readers recognizing academic words when reading plain text. Therefore, understanding how middle-school students read scientific texts containing academic words is a crucial topic. This study used eye tracking to explore the cognitive processes and strategies of seventh-grade students with different reading abilities as they read illustrated scientific texts as well as to examine how readers cope with academic words with high (paraphrase) and low (transliteration) semantic transparency. The three specific research questions were as follows: