Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension

機構典藏 > College of Foreign Languages and Literature > Graduate Institute & Department of English > Journal Article > Item 987654321/99619

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
Contributors:	淡江大學英文學系
Keywords:	bilingualism;reading comprehension;vocabulary knowledge;metacogntion;English as a foreign language
Date:	2011-03
Issue Date:	2014-12-05 15:36:47 (UTC+8)
Publisher:	國立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 8(1), p.95-123
DOI:	10.30397/TJTESOL.201103_8(1).0004
Appears in Collections:	[Graduate Institute & Department of English] Journal Article

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	261	View/Open
Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English a.pdf		2011Kb	Adobe PDF	25	View/Open