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

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题名:	Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension
其它题名:	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
作者:	姚嘉苓
贡献者:	淡江大學英文學系
关键词:	bilingualism;reading comprehension;vocabulary knowledge;metacogntion;English as a foreign language
日期:	2011-03
上传时间:	2014-12-05 15:36:47 (UTC+8)
出版者:	國立政治大學英國語文學系
摘要:	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.
關聯:	Taiwan Journal of TESOL 8(1), p.95-123
DOI:	10.30397/TJTESOL.201103_8(1).0004
显示于类别:	[英文學系暨研究所] 期刊論文

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