1998．第13卷第1期（Vol. 13 No. 1）．pp. 117136
A Comparative Study of the Effects of Two Modes of Instruction in Chinese Text Learning "Self-Learning" and "Teacher Instruction"
In the present study, the effects of two modes of instruction "Self-Learning" (SL) and "Teacher Instruction" (TI) in teaching Chinese texts was investigated. Secondary 4 students were assigned into 2 groups SL Group and TI Group. Students in both groups were pre-tested on reading comprehension, and then they were to learn a specific Chinese text using their respective instructional modes (SL and TI). Afterwards they completed another reading comprehension test on that same text. Two-way ANCOVA with pre-test as covariate was used to test for differences between the post-test reading comprehension scores of the 2 groups. Results indicated that there was no significant difference between the overall reading comprehension scores of the 2 groups of students. Specifically, students can learn "general rhetoric" and "low-level textual comprehension" equally well with or without teacher instruction, suggesting that teachers do not need to spend class time to teach such knowledge in detail.