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1.
本研究以大学二年级学生为样本,以外语和母语阅读动机问卷和阅读能力测试卷为调查工具,以SPSS for Windows13.0软件为分析工具,对大学生外语阅读动机进行实证性的比较研究：外语和母语阅读动机比较,非英语专业和英语专业学生外语阅读动机的比较,不同阅读能力学生的阅读动机比较。研究得出的结论如下：外语阅读动机以外部动机为主,而母语阅读动机则内外部动机兼有;外语专业学生的外语阅读动机整体上来看较非外语专业学生强;无论是英语专业学生还是非英语专业学生,具有不同阅读能力的学生在部分外语阅读动机上有显著性的差异。 相似文献
2.
为探究显性语法知识的习得对英语专业学生阅读理解能力的影响程度,本研究采用实证探究的方式考察了浙江农林大学英语专业两个年级的学生在上语法课前后阅读理解能力的提高程度。研究结果显示:(1)显性语法知识的习得对英语专业学生英语阅读理解能力的提升有一定帮助作用。(2)显性语法知识的习得程度对二语学习者的二语水平的提高有一定促进作用。这为进一步阐明语法学习与英语阅读能力之间的关系提供一种参考。 相似文献
3.
This study seeks to develop a typology of students’ reading engagement through secondary analysis of international sampled survey data. It aims at providing research-based evidences informing teachers how to help readers advance in reading performance. It hopes that when students complete junior secondary schooling (Grade 7–9) at age 15, more students can read happily, widely and skillfully. After establishing that Fondness for reading, Aspiration for reading, and Good at reading are three pertinent facets of reading engagement affecting reading literacy performance, the effects of variables pertaining to these facets are examined using Macao-China data drawn from the OECD's Programme for International Student Assessment (PISA) 2009 Reading Literacy Study. The present study adopts a person-centered approach to arrive at a typology of eight latent clusters of students, each of which is identified with specific reading engagement characteristics. Response to reading intervention can then be proposed to help successive cohorts of junior secondary students enhance their reading literacy performance. 相似文献
4.
Second language (L2) reading research suggests that there is a complex interplay between L2 proficiency, first language (L1) reading and L2 reading. However, not much is known about the effect of L1 proficiency on L1 reading, and of L1 reading on L2 reading, or vice versa, in bilingual settings when readers have few opportunities for extensive reading in their L1. The relationships between L1 (Northern Sotho) and L2 (English) proficiency and L1 and L2 reading were examined in Grade 7 learners attending a high‐poverty primary school in South Africa, during the course of a year when a reading intervention programme was implemented. The effect that attention to reading and accessibility of books had on the learners' reading proficiency in both languages was examined, and the factors that predicted academic performance were analysed. When the learners were engaged in more reading, L2 reading contributed more variance to L1 reading than L1 proficiency. Reading in both languages also contributed significantly to academic performance. The study highlights the need for more cross‐linguistic reading research in different educational settings. 相似文献
5.
Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas. 相似文献
6.
王振英 《浙江教育学院学报》2006,(5):92-97
通过对我国重点矿业院校非英语专业大学生英语词汇量与语言各项技能水平的相关研究，发现学生四级阶段词汇量平均达到4192个；词汇量与口语、听力、阅读理解、词汇结构、完型填空、写作及四级成绩之间在a=0．01水平下线性关系均显著；不同语言综合能力的学习者，其词汇量状况存在显著差异；不同词汇量的学习者，其语言综合能力也存在显著差异。 相似文献
7.
从需求分析在高职行业英语课程设置中的必要性和重要性出发,以个体需求分析理论为基础,采用实证研究的方法,通过收集高职英语学习者学习行业英语的动机和目标,对课程设置的反馈,对社会需求的潜意识等信息,分析个体需求及存在的原因,以期对高职高专的行业英语课程体系构建提供启示与参考。 相似文献
8.
本研究通过三个线上阅读(词-词呈现、部分-部分呈现和整句呈现)测量反应时间的实验,旨在探讨基于频率标准的词串结构能否作为一个整体在语言处理中进行存储和提取。受试包括英语本族人、高水平和低水平英语学习者。结果发现,本族人和高水平英语学习者拥有相似的语言处理机制,能够利用词串结构的整体性更有效地处理实验句中的词串结构,而低水平英语学习者则不能。作者同时用研究结果对二语学习者的隐性词汇知识作了探讨。 相似文献
9.
形成性评价模式因其注重学生学习过程中的态度、策略、进展和师生间的及时反馈而被较多地应用于学习评价中。为建构一套以形成性评价为主的英语专业阅读课的评价体系,进行了为期一年的实证研究,结果表明新闻共享与互评、课堂测试与自我反思和教学互动等环节的形成性评价活动能够快速有效地提高学生的英语阅读能力。 相似文献
10.
Predictors and outcomes of early versus later English language proficiency among English language learners 总被引：1，自引：0，他引：1
Tamara Halle Elizabeth HairLaura Wandner Michelle McNamaraNina Chien 《Early childhood research quarterly》2012,27(1):1
The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development. 相似文献
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12.
秦万祥 《外语教学理论与实践》2013,1(4):22-28
本文以不同英语水平的中国英语学习者为研究对象, 采用命名实验和关键句阅读实验的在线研究方法, 着重考察了语篇因果制约度和读者的二语水平对语篇理解中预期推理的激活和编码的影响。 研究结果表明：1)在二语语篇阅读过程中, 语篇的因果制约度影响预期推理的即时激活, 当语篇因果制约度高时, 读者易做出预期推理;2) 在二语语篇阅读过程中, 预期推理概念的激活受读者语言水平的影响, 高级英语水平 读者能够在较低水平上即时激活预期推理概念, 而中级语言水平读者预期推理概念不能即时激活;3) 对于高 级英语水平读者 ,预期推理能够在激活后保存于读者工作记忆并编码于语篇短时记忆表征, 但这种编码只是 一种部分编码 。 相似文献
13.
Deanne Boydell 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):3-12
This paper describes Hong Kong research into peer tutored instruction in reading. Tutors were trained to use Paired Reading, a technique appropriate for use across a range of ability levels, and adaptable for reading instruction in languages and orthographies other than English. The Hong Kong research confirms that peer tutors can successfully deliver reading instruction, with both tutors and tutees benefiting in terms of enhanced reading proficiency, intrinsic motivation to learn, and self‐concept. It also suggests some factors which may enhance the effects of peer tutoring upon achievement. For tutees these are content coverage, peer self‐concept and intrinsic motivation to study. For tutors the predominant factor is locus‐of‐control. Interestingly, tutors’ instructional behaviours during tutoring sessions appear not to have any effect on tutoring outcomes, except in so far as they might slow down coverage of the material being read. 相似文献
14.
Sun-A Kim Jerome Packard Kiel Christianson Richard C. Anderson Jeong-Ah Shin 《Reading and writing》2016,29(7):1409-1434
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners’ literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character learning-and-reading experiment, and completed WM tasks and an L2 proficiency test. In the learning phase of the experiment, participants were asked to master 18 unfamiliar Chinese characters of three levels of consistency—consistent, semi-consistent, and inconsistent. Then in the transfer test of the experiment, participants read 60 novel, artificial characters analogous to the learned characters. Significant consistency effects for learning and reading new characters were found, with no effects of WM and L1. In particular, an interaction effect between consistency and L2 proficiency found in the learning phase indicated that participants with higher L2 proficiency learned the fully consistent characters better and faster than those with lower proficiency. These results suggest that L2 proficiency facilitates awareness of consistency, enabling learners to learn novel characters faster and more accurately. The findings of this study are compared with the character acquisition of beginning L1 Chinese readers and with L2 learners’ acquisition of other types of characters. 相似文献
15.
Language education has often been conducted based on monoglossic ideologies that keep L1 and L2 separate, a practice that receives growing criticism as out of sync with today’s multilingual globalized world. Informed by interdependence hypotheses and translanguaging theory, this research study explored the effects of a pluri-centric approach to learning L1 and L2 simultaneously. Through a bilingual intervention course with data collected from interviews, parents’ logbooks, observation field notes, questionnaires, and L1 and L2 reading and writing tests, this case study (n = 9) revealed that the approach effectively improved learners’ L1 and L2 proficiency, learning behaviour outside the classroom, self-efficacy, and confidence. Overall, the participants also perceived the bilingual course as effective, efficient, and innovative. The study provides a basis to reflect upon transferrable skills and core underlying proficiency as powerful concepts to draw upon in enhancing bilingual proficiency and effecting positive changes in learners’ behaviour and psychological well-being. 相似文献
16.
Shu-Sheng Lin 《International Journal of Science and Mathematics Education》2014,12(5):1023-1046
A scientifically literate person should be able to engage and critique science news reports about socioscientific issues from a variety of information sources. Such engagement involves critical thinking and argumentation skills to determine if claims made are justified by evidence and explained by reasonable explanations. This study explored university students’ critical thinking performance when they read science news reports. Undergraduate science/applied science (n??=??52) and non-science (n??=??52) majors were asked to select a science news report from Internet sources and then to read, critique, and make comments about its contents. The science and non-science majors’ comments and their quality were identified and assessed in terms of analyzing the argument elements—claims and warrants, counterclaims and warrants, rebuttals, qualifiers, and evidence. The results indicated there is significant difference in identifying and formulating evidence favoring science/applied science over non-science majors (p??p??相似文献
17.
大学英语课外阅读的情感处理策略 总被引：1，自引：0，他引：1
葛茜 《青岛大学师范学院学报》2008,25(4):91-98
国内外语言学家的研究表明,大量课外阅读有助于外语语言水平的提高,而情感因素是影响外语学习的重要因素之一。通过对某院校三个文科班级非英语专业本科生的实验研究,采用情感量表和阅读测试等研究工具,探求从情感维度对英语课外阅读进行指导性和任务性阅读,对学生英语学习情感的影响以及与阅读成绩之间的关系。结果表明。从情感维度对英语课外阅读材料进行处理有助于学生对英语阅读的积极情感体验;对学生进行指导性和任务性课外阅读,对阅读成绩有一定积极作用;在不同的阅读任务下,学生的英语阅读情感认识以及阅读成绩存在显著性差异。 相似文献
18.
Selma Babayiğit 《Reading and writing》2014,27(7):1207-1229
The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1 advantage on the measures of writing quality and verbal skills (i.e., vocabulary, verbal working memory, and semantic fluency) but not on word-level skills (i.e., spelling and word reading). Results from the multi-sample structural equation modeling analysis showed that the word-level and verbal skills made independent contributions to writing quality of L1 and L2 learners and the strength of these relationships was invariant (equivalent) across the two samples. The educational implications of research on L2 learners who are learning to write in a majority language were discussed. 相似文献
19.
《Africa Education Review》2013,10(2):242-257
Abstract Reading proficiency is currently a great concern for South African educators. According to the literature on reading proficiency, reading difficulties stem from early literacy development and any improvement in these early literacy skills may help improve reading proficiency. It has, however also been found that South African learners who participated in this study do not meet the standards for their age group in terms of early literacy development. Educators need to know what learners should have accomplished in terms of early literacy to support learners before they can commence with instruction in initial reading. Skills crucial for the development of literacy are underlying cognitive skills (i.e., the ability to learn deliberately), the development of symbolic representation, oral language, knowledge of literacy concepts, and behaviours and attitudes. This article looks at the skills required for early literacy development. An empirical investigation was undertaken to determine to what extent these skills were mastered by Grade R second-language (L2) learners. The empirical investigation related these skills to the sub-skills of the School Readiness Evaluation by Trained Testers (SETT) to determine the extent to which a group of Grade R learners have mastered the different skills of early literacy development. The findings paint a bleak picture, since most of the participants lack adequate proficiency regarding the skills of early literacy development. 相似文献
20.
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children 总被引：1，自引：0，他引：1
This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. 相似文献