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This study was conducted in the province of Québec, Canada, among French-speaking Grade 6 students (n?=?175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an informative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to informative text structures were administered: a multiple-choice test on text structure knowledge and identification of main ideas, a reading comprehension test, and a short writing task. Results revealed that students performed better in the multiple-choice assessment compared to other assessments. Correlations between variables stemming from the three assessments were significant but their effect sizes were low to moderate. A hypothesized model was investigated via a path analysis suggesting that structure knowledge and main idea identification influence reading comprehension, which then influence writing. 相似文献
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张国勇 《湖南科技学院学报》2007,28(8):139-141
阅读是语言学习的主要输入方式之一。主位理论是系统功能语言学的一个重要理论支柱,是语篇分析的一个常用手段。探索主位理论与语篇分析之间的关系,在语篇层面上实施教学是进行英语阅读教学的一种有效方法,能帮助读者把握篇章主题及有效地解读篇章,培养语篇能力。 相似文献
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N. A. Broer C. A. J. Aarnoutse F. K. Kieviet J. F. J. van Leeuwe 《Educational studies》2002,28(3):213-238
This paper reports on a study of 354 pupils in the top form of Dutch primary schools spread over 18 classes and two research conditions (an experimental and a control condition). The experimental condition involved teaching the recognition of two text structures, the classification structure and the causation structure. Pupils were also taught how to make schematics in which the main points of the text are arranged in line with the text structure. The study shows that pupils of around 12 years old are able to recognize the text structures involved and can learn to master a complex study strategy like 'making schematics'. These are the main results of the experimental lesson series with which pupils in the experimental condition were taught. The study also revealed transfer-effects. The experimental lesson series proved to have an effect on the ability to infer the main idea of a text and spontaneous application of the study strategy learnt. 相似文献
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文本自动分类是目前最常用的文本信息自动处理技术,也是人工智能、自然语言处理和信息检索领域的研究热点。对文本自动分类所涉及的相关问题进行了全面论述,并简单介绍了基于神经网络的文本分类器的设计与实现。 相似文献
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Matthew T. McCrudden Gregory Schraw Stephen Lehman Anne Poliquin 《Contemporary educational psychology》2007
We examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text. A causal diagram is a type of visual display that explicitly represents cause-effect relationships. In Experiment 1, readers between conditions did not differ with respect to memory for main ideas, but the readers who studied the causal diagram while reading the text understood better the five causal sequences in the text even when study time was controlled. Participants in Experiment 2 studied only the causal diagram or only the text. There were no differences in memory for main ideas or the causal sequences between these groups. Results indicate that causal diagrams are not merely redundant with text and that causal diagrams affect understanding of causal relationships in the absence of a text. These findings supported the causal explication hypothesis, which states that causal diagrams improve comprehension by explicitly representing the implicit causal structure of the text in a visual format. 相似文献
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Gregory Schraw 《Contemporary educational psychology》1997,22(4):436-456
This study examined relationships among text characteristics, situational interest, two measures of text understanding, and personal responses when reading a literary text. A factor analysis of ratings made after reading revealed six interrelated text characteristics. Of these, suspense, coherence and thematic complexity explained 54% of the variance in interest. Additional analyses found that situational interest was unrelated to a multiple choice test of main ideas; but was related to personal responses and holistic interpretations of the text. These results suggest that multiple aspects of literary texts are interesting to readers, and that interest is related to personal engagement variables, even when it is not related to the comprehension of main ideas. 相似文献
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王大桥 《连云港师范高等专科学校学报》2004,(2):24-31
对教材分析模式的内涵、结构、特点和功能作了厘定之后，文章分析了目前流行的单篇语文教材的分析模式，认为作者模式、文本模式、读者模式、审美模式、言语模式和诵读模式是单篇语文教材分析的主要模式。对这六种单篇语文教材分析模式的结构特点进行梳理，可以帮助我们把握单篇语文教材分析的主要思路。 相似文献
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Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers’ knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general comprehension skills and, consequently, whether rhetorical competence may be considered a component skill of reading comprehension. 192 sixth- to seventh-grade students were assessed on rhetorical competence and were required to read a difficult marked text with specific rhetorical devices (a refutation, an objective, and four organizational signals) or the same text without them. After reading, students produced a summary in order to obtain three dependent variables: main ideas (as a measure of participants’ ability to select relevant information from the text), causal links between them (as an indicator of participants’ ability to grasp the logical structure of the text and to organize its ideas), and the combination of main ideas plus causal links (as an indicator of participants’ global comprehension of the text). Analyses controlling for general comprehension skills and other important variables (working memory, prior knowledge, decoding) demonstrated that: (a) readers of the marked text scored higher in terms of all dependent variables, and (b) rhetorical competence level moderated the effect of rhetorical devices on the composite measure (main ideas plus causal links) and on the organization of the summary by means of causal links. 相似文献
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论英语中语篇的衔接与连贯 总被引：2，自引：0，他引：2
讨论了构成英语语篇连贯的一些重要手段，包括连接词和语义关系，以及衔接和连贯的关系及其它们在语篇分析中的应用。同时，阐明了语篇的定义。 相似文献
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Irene-Anna N. Diakidoy Melina C. Ioannou Stelios A. Christodoulou 《Reading and writing》2017,30(9):1869-1890
The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing. 相似文献
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Gonny L. M. Schellings Bernadette H. A. M. Van Hout-Wolters Jan D. Vermunt 《Contemporary educational psychology》1996,21(4):423-446
This study examined individual differences in selecting main points according to three types of tasks. In all, 133 students (10th-graders) participated. Each student studied three instructional texts, and each text was preceded by one instruction. In the linguistic task, the students had to underline the author's main points. In the educational task, students had to underline text elements considered to be important by a portrayed teacher. And in the interest task, interesting text fragments had to be underlined. The students were divided into five groups identified by a typical selection pattern. Only 24 students adjusted their selection of main points to each of the tasks (the adaptive group). This group differed in some study strategies and learning conceptions from the nonadaptive groups. In all, this study begins to give more insight into individual differences in selecting main points. 相似文献
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This study examines how high school students use diagrams and summaries during reading and the effects of such on comprehension. The roles of verbal and spatial ability are also examined. Seventy-four Year 7 (13-year-old) students each read a text presented on a computer screen. The text was presented one sentence at a time and subjects could call up a diagram or content-equivalent summary of the main ideas of the text at any time. Time to read the sentences and the adjunct aids was controlled by the subject and recorded by the computer. In addition, the computer kept a record of where in the text subjects made a text-to-aid move. After reading, the subjects completed a 10-minute filler task and then produced free recalls of the text. The free recalls were examined for the inclusion of details and main ideas. Path analyses showed a significant direct effect of verbal ability on the recall of details and main ideas as well as a significant indirect effect through time on diagram. Spatial ability was not found to have any effect on recall, either directly or indirectly. Analyses of text-to-diagram moves showed more inspections in the first few sentences followed by an essentially random inspection pattern. Instructional implications are discussed. 相似文献
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论词在宋代的传播形式 总被引：1，自引：0，他引：1
杨金梅 《浙江教育学院学报》2004,(4):89-94
词在宋代的传播方式主要立足于其音乐身份,即传之歌喉,播之管弦.较之文本传播速度慢、范围小的缺点,通过演唱的方式可以使词快速有效地播之四方.直到南宋后期,民间编纂的词集开始出现,词以文本形式传播的领域才逐渐扩大. 相似文献
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词汇衔接是使语篇衔接的主要手段之一。英汉两种语言在词汇衔接方式上存在差异。在翻译过程中,译者只有了解了原文语篇中词汇衔接的关系,才能准确理解原文,从而确定译文的选词。译者不能照搬原文的词汇衔接方式,而应通过目的语的词汇衔接方式使译文语篇衔接、连贯。 相似文献
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论《尚书》诰体的文化背景 总被引：1，自引：0，他引：1
过常宝 《北京师范大学学报(社会科学版)》2008,(4)
《尚书》六体皆与宗教仪式有关。"诰"并非仅仅产生于册命仪式,它实际上是各类宗庙祭仪中主祭者假祖先之名义而发的训诫辞。周初主祭者具有神性身份,诰辞中的"王若曰"就是其具有神性特征的标志;而"小子"是宗庙祭仪中特有的称谓,也能说明主祭者处于祖神代言人的地位。周公是西周初期的宗教领袖,他凭借神性身份摄政称王,并利用宗教的形式进行政治文化变革,即神道设教。"诰"即周公在宗庙仪式中以祖先之名阐发礼乐政治思想而保存下来的文本。 相似文献
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TFID作为文本特征权重计算常用方法,其不足之处是忽略了特征词在文本中的分布情况和文本长度。修正特征词后的改进TFIDF算法召回率和准确率都优于改进前TFIDF。 相似文献
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文章主要通过对语篇的衔接与连贯、连贯与语篇话题等关系的分析,以及对隐喻概念的界定,讨论了隐喻句作为主题句在语篇中是如何实现连贯性的,并且对具体的语篇进行了分析以证明主题隐喻的语篇连贯性。 相似文献
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汉英翻译的第一步就是确定主句和主语,而主句和主语的确定往往与篇章主题相关。为了突出主题或使主题贯穿始终,和主题密切相关的分句往往用作主句,和主题密切相关的词语往往用作主语。 相似文献