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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/81299

    Title: Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension
    Authors: Yau, Jia-ling Charlene
    Contributors: 淡江大學英文學系
    Keywords: Metacogniton;Reading Comprehension;bilingualism;reading comprehension;vocabulary knowledge;metacogntion;English as a foreign language
    Date: 2011
    Issue Date: 2013-03-08 14:29:46 (UTC+8)
    Publisher: Taipei: Crane Publishing
    Abstract: This study examines the functions of linguistic and non-linguistic knowledge in learning to read English as a foreign language among Taiwanese students in secondary education. Data consisted of two vocabulary tests, two reading comprehension tests, and two questionnaires concerning strategy use for reading Chinese as a first (L1) and English as a second/foreign (L2; FL) language. The results show that knowledge of L2 lexicons acts as a key player while metacognitive knowledge plays a secondary one in promoting L2 reading comprehension. With the increase of vocabulary knowledge, the effect of L1 reading proficiency emerges as a salient factor influencing L2 reading comprehension.
    Relation: Taiwan Journal of TESOL=臺灣英語教學期刊 8(1), pp.95 -123
    Appears in Collections:[英文學系暨研究所] 期刊論文

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