淡江大學機構典藏:Item 987654321/99619
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/99619


    Title: Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension
    Other Titles: 探究中文閱讀能力、英語字彙知識及後設認知策略對英語閱讀理解之影響
    Authors: 姚嘉苓;Yau, Jia-ling Charlene
    Contributors: 淡江大學英文學系
    Keywords: reading comprehension;English as a foreign language;metacognition;bilingualism;vocabulary knowledge;雙語;閱讀理解能力;辭彙知識;後設認知;以英語作為外語
    Date: 2011-03
    Issue Date: 2014-12-05 15:36:47 (UTC+8)
    Publisher: 台北市:政治大學英國語文學系
    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), p.95-123
    Appears in Collections:[Graduate Institute & Department of English] Journal Article

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