本論文旨在探討故事體結構認知對閱讀理解的影響。藉由結合說明體的結構所共同發展出以掌握閱讀理解重點為目標、核心頂點在上所延伸的三角形閱讀理解框架，及透過在西語閱讀課程中解釋Mandler和Johnson（1977）所剖析的故事體基本結構並與閱讀文本結合實際應用、練習的教導方式，強調具有故事體結構知覺對臺灣西語學習者在閱讀理解故事體類型文本的重要性。
針對四篇故事體的測試內容，研究結果顯示，實驗組33位靜宜大學西語系三年級的學習者能從教學實驗中學習樹狀圖結構分析法，有效掌握故事之場景、情節與結局等核心成分與基本要素及其發展順序、銜接關聯與從屬關係的階層架構，達到對故事體結構的認知，進而提高對故事內容正確瞭解的程度及概述的寫作能力。此外，本論文也在故事結構認知的基礎下，佐以評估分析其他可能的因素如與文章長度篇幅相關的總字數和句數以及與字彙量相關的異型字和概念字的類型個數等的影響性，並進一步推論出故事體結構的認知理論對於篇幅長與字彙量多的內容其影響程度較為顯著。
本研究兼顧質化與量化層面，除以實驗探討篇章結構分析對學習的實際成效外，更輔以長度、字彙等閱讀理解的影響因素剖析篇章結構分析之學習成效差異。此外，本論文綜合相關理論與研究成果提出由核心與階層所組合而成的三角形閱讀理解框架來涵蓋與掌握說明體與故事體兩種閱讀文體一致的基本架構，讓閱讀的理論不是個別化的單一適用性，而是句有共通且廣泛應用效能的結構，希望閱讀者能藉由此一共同的架構基礎，更能成功且有效地掌握閱讀內容，達到提升閱讀理解的最終目標。
This paper aims to examine the interrelationship between narrative structure awareness and L2 reading comprehension. Based upon the triangle structure developed in expositive text reading, we used the theory of narrative structure (Mandler & Johnson(1977)) in Spanish reading to accentuate the importance of structure awareness to the reading comprehension. According to four testing narratives, we find that in reading comprehension there are differences between the experimental group and the control group. The results are as follows: 1. in the experimental group, the perceived structure awareness has helped the 33 students in the experimental group to understand better the basic elements of the story；2.knowing how to analyze the text organization hieratically can improve students' ability in summarizing what they have read. Furthermore, after numbers of sentences and word in the story, we find that the structure awareness may affect more texts with long content and various types of words.
The finding of this paper try to generalize the reading theory of expositive and narrative text structure to help the L2 students to gain better understanding in Spanish reading.