共查询到20条相似文献，搜索用时 31 毫秒
1.
Ting Fang 《Journal of Research in Reading》2016,39(3):347-365
Successful anaphor comprehension in reading is related to the explicitness of the antecedent–anaphor relation. It mirrors one of the purposes of textual enhancement (TE), which is that it raises learners' awareness of linguistic forms by enhancing the salience of input. Therefore, learners notice the enhanced form and discover the rule or relationship after they have become relatively explicit. This study investigates the effects of TE on second language learners' anaphor resolution performance and reading comprehension, to reveal the interaction among learners' comprehension, anaphor performance and noticing. Sixty EFL learners in Taiwan were divided into the control and TE groups. Participants' posttest responses were compared with respect to their anaphor resolution performance and their reading comprehension degree. The results showed that the TE group had better anaphor resolution performance, and participants' form processing did not impede their reading comprehension. These findings are discussed with both theoretical and pedagogical implications. 相似文献
2.
Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education. 相似文献
3.
陈菊 《集美大学学报(教育科学版》2009,10(1):89-93
人们普遍认为听力理解牵涉到一个看不见的、复杂的脑力活动过程,听力理解能力在二语习得的过程中具有重要地位。在当今的中国英语教学中,如何提高学生的听力理解能力显得尤为重要。通过观察四种不同听力辅助方法对学生英语听力理解的影响,改善大学英语听力教学水平。 相似文献
4.
In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners. 相似文献
5.
以英语专业大二学生为研究对象,采用实验方法研究句法的变化(句法简化和句法冗余)对听力理解的影响。通过对实验数据进行相关的统计分析,发现无论是句法简化还是句法冗余都有助于受试的听力理解,而且在推测含义、归纳信息方面,后者更甚于前者。最后,从认知的角度解释了实验结果,并认为句法变化对促进英语专业听力教学具有较大的现实意义。 相似文献
6.
余玉秀 《湖北大学成人教育学院学报》2013,(6):98-101
听力理解先于说、读和写等其它技能,是学习一门新语言时首先获得的技能;听力理解为未来习得"说"打下了基础;注重听力理解训练、在最初教学阶段适当放松口头产出要求有助于培养学习者的语言能力,其比集中口头练习有更好的产出效果。本文通过援引二语习得方面重大和权威的研究成果,回顾了听力理解和语言学习的密切关系,探讨了听力理解及其在英语教学中的地位和作用,认为"听力优先说"优于传统的"语法翻译法"和"听说法"。 相似文献
7.
Feng Teng 《Literacy》2020,54(1):29-39
This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy. 相似文献
8.
黄晓苑 《四川教育学院学报》2012,28(4):86-89
以输入假设、冗余信息和听力理解信息处理过程理论为理论框架,以中国EFL学生为研究对象,通过实证研究的方法探讨语言冗余现象在听力理解中的作用。研究结果表明对听力材料进行冗余化处理有助于中国英语专业中级水平学生的听力理解,英语听力教学和教材的选用提供了一定的启示。 相似文献
9.
Arttu Mykkänen Elina Määttä Sanna Järvelä 《International Journal of Early Years Education》2016,24(1):97-112
Previous research has shown that observing peers' success in learning is important for the development of children's belief in themselves as learners. However, in research, these observations are seldom made in actual classroom learning activities. This study investigated how children explain factors that lead to their peers' successes in classroom learning activities. Seventeen elementary school children from first, second and third grade participated in a ‘detective course’ in which they needed to capture moments of success using a mobile camera device. The pictures were used for photo-elicitation interviews (n?=?28) in order to find out children's views on the reasons for their peers' successes in learning situations. Pictorial data (n?=?361) were coded with data-driven categories to see what kind of situations children considered successful. The results show that the reasons given for peers' successes dealt with situation-specific information, such as mastery and quality of performance. Findings indicate that children explain peers' successes through the actions that their peers made during the situations, rather than by comparison between the abilities of their classmates. The results provide information for practitioners and teachers on how to promote children to use the example of their peers to recognise and explain successful learning situations in the classroom. 相似文献
10.
杜慧颖 《浙江教育学院学报》2012,(4):8-13,30
研究以某外语学院英语专业二年级和四年级学生为受试,考察焦虑与英语听力理解的关系,以及性别和英语水平对焦虑程度的高低和焦虑与英语听力理解的关系的影响。结果显示：（1）性别和英语水平对EFL学习者的听力焦虑没有独立和交互作用。（2）在二年级学生中EFL听力焦虑与语音识别负相关,在四年级学生中无相关。（3）EFL听力焦虑与听细节、听大意、推测和听力总体能力之间有负相关,并且性别和英语水平不会改变这一关系。（4）EFL听力焦虑与听大意、听力总体能力、推测、听细节、语音识别的相关程度依次降低,听力技能难度越高,相关程度越密切,这一结论不受性别和英语水平的影响。 相似文献
11.
The use of integrated writing tasks instead of traditional impromptu writing-only tasks is gaining ground in the teaching and assessment of EFL/ESL writing. Source text as the distinct feature of the integrated writing and the concern to improve its quality for the enhanced students' engagement has been a fertile line of inquiry. In this regard, the present study used a body of 67 Iranian intermediate EFL learners in three modalities: emotionalized reading-to-write (ERW) group which received emotionally-loaded source texts along with the emotional activities based on Goleman's Emotional Intelligence framework, reading-to-write (RW) group which developed their essays based on the texts with no focus on their emotional content and a writing-only (WO) group as the control group which followed the traditional writing procedure. The findings showed that ERW group outperformed RW group on the integrated writing tasks. In addition, ERW group performed better than the RW and WO on the overall independent writing task. Furthermore, the emotional intelligence of the students in the ERW group improved more than that of the RW and WO groups in the study. The study discusses that the emotional content of the source text followed by the emotionalized activities would significantly enhance the learners’ engagement with the source text in the reading-to-write tasks and consequently improve their writing. The implications and suggestions for further research are next discussed. 相似文献
12.
Priscilla Clarke 《International Journal of Early Years Education》1999,7(1):17-24
This article discusses a recent longitudinal study of four, Vietnamese‐speaking 4‐year‐olds' acquisition of English as a second language in a bilingual preschool over 1 year. The research examines the learners' English language output in interaction between the teacher and peers and identifies the key factors which influenced their development of English. A major feature of the learners' data was their dominant use of single words rather than reliance on chunked language. These single words provided the basis for later development of more complex utterances. Commonalities and substantial differences were documented between the learners in terms of the amount of English that was produced, the learners' approaches to interaction and their development of English. 相似文献
13.
Xiaohu Yang 《Learning and individual differences》2010,20(3):177-187
Intentional forgetting refers to impaired memory arising from an instruction to forget unwanted material. Intentional forgetting yielded with a list-method task is often interpreted as evidence for retrieval inhibition. This paper presents a study on the relationships among intentional forgetting, anxiety, and EFL listening comprehension among Chinese college students. Two experiments were conducted in which participants with different anxiety levels and EFL listening comprehension abilities finished list-method tasks of intentional forgetting with different experimental designs. The results indicated that intentional forgetting was negatively related to anxiety, but it bore no direct relation with EFL listening comprehension when the confounding effects of intentional remembering and anxiety were controlled. It is argued that the role of intentional forgetting in different learning activities should be considered in a domain-specific way and that certain strategies might be used to control emotions triggered in SL/FL learning. 相似文献
14.
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. 相似文献
15.
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed
among reading specialists for many years because poor readers, regardless of the labels attached to them, resemble each other
symptomatically (i.e., in reading achievement). For this reason, it is difficult to establish a priori criteria based on symptoms
to identify dyslexia and compare it with other forms of reading disability. One possible solution to this impasse is to see
if poor readers differ in the etiology of their reading disability and, if they do, then to see whether one group of poor
readers fits the traditional definition of dyslexia. This strategy was adopted in the present study. In this paper, it was
hypothesized that the etiology of dyslexia is different from that of other forms of reading disability because there is a
difference in the components that malfunction in dyslexia and other forms of reading disability. Studies have shown that the
two components that account for a large proportion of variance in reading are decoding and comprehension. Previous studies
also indicate that dyslexic children are deficient in decoding skills but not necessarily in comprehension. In this study,
reading-disabled children were divided into two groups on the basis of their listening comprehension. Children whose listening
comprehension was at or above grade level were placed in one group; poor readers with below-grade-level listening comprehension
were placed in the second group. Both groups, however, were matched for reading comprehension. The two groups and a control
group of normal readers were administered a number of tasks that were designed to assess the efficiency of the components
of reading. It was found that poor readers with normal listening comprehension were deficient in tasks that involved grapheme-phoneme
conversion (Component I, decoding). When tested on tasks that minimized decoding requirements, their reading comprehension
was comparable to that of normal readers. In contrast, the group with sub-average listening comprehension was poor in measures
of reading comprehension, even when decoding requirements were minimal. With the exception of very few children, this group
also had adequate decoding skills. Because poor readers with normal listening comprehension had average or above average IQ,
they conform to the traditional definition of dyslexia. Poor readers with below average listening comprehension had below
average IQ and could be considered as “general reading backward.” It was, therefore, concluded that the etiology of developmental
dyslexia is different from that of general reading backwardness.
In this paper, the termetiology refers to proximal causal factors such as decoding and comprehension and not to distal causal factors such as genetic and
neurological characteristics. 相似文献
16.
Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction. 相似文献
17.
How to Reduce the Negative Effect in Listening Comprehension 总被引：1，自引：0，他引：1
闫美英 《雁北师范学院学报》2001,17(2):69-70
Listening os very important for EFL (English as foreign language)students. Many factors involved in EFL listening affect listening comprehension. Anxiety is one of them and has a negative effect on EFL listening comprehension. This paper focuses on the negative effect of ansiety and suggests some availabe methods for teachers to adopt in their EFL listening teaching activities in order to reduce the negative effect of anxiety on listening comprehension. 相似文献
18.
任务型教学法提出,通过在课堂上引入各种任务,使学习者在使用语言与同伴进行交流中实现二语或外语的自然习得.本文对任务型教学法与传统的PPP教学法进行比较,阐述两者之间的差异和各自的优劣之处,并提出任务型教学法对我国外语教育的一些启示. 相似文献
19.
李珊珊 《浙江教育学院学报》2011,(4):12-19
该研究探讨了以写促说模式下影响高职高专学生英语口语语篇能力跨文本迁移的各个因素。采用调查问卷方式收集数据,设计教学实验步骤,实验结束时使用多种测试工具收集数据,并用SPSS和LISREL等统计软件来描绘言语产生过程中各变量对英语口语语篇生成能力的影响路径。研究发现,各变量通过直接或间接方式作用着英语口语语篇能力,其中积极词汇和预制语块知识对其影响最为显著,英语写作、应用语法和自我修补能力居次,语篇表达能力影响不及上述变量,基础语法知识、英语消极词汇和语篇理解能力的影响不够显著。 相似文献
20.
学界广泛认同字幕在二/外语视听教学中的作用,但何种字幕形式效果最佳尚无定论。文章通过实验研究的方法,以同一内容、不同字幕形式(无字幕、英文字幕、中英字幕以及中文字幕)的四个视频文件作为视听材料,以200名非英语专业的大二学生作为研究对象,考察了四种字幕形式的视频对英语学习者视听理解、词汇习得以及视听焦虑三个方面的影响。研究结果表明,中英字幕和中文字幕在促进学习者视听理解、降低视听焦虑方面的效果更优,中英字幕还有助于促成学习者的词汇习得。 相似文献