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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/99621

    Title: Attributes of Meaning Construction and Strategy Use among Higher- and Lower-Performing Adolescent Readers of Chinese and English
    Other Titles: 高成就和低成就的中、英文成人讀者之意義建構以及策略使用的特性
    Authors: 姚嘉苓;Yau, Jia-ling Charlene
    Contributors: 淡江大學英文學系
    Keywords: reading comprehension;reading strategy;reading in Chinese;English as a foreign language;閱讀理解;中文閱讀;外語閱讀;青少年閱讀;雙語;翻譯
    Date: 2009
    Issue Date: 2014-12-05 15:43:07 (UTC+8)
    Publisher: 台北市:政治大學英國語文學系
    Abstract: This study examined the ways in which Taiwanese adolescent readers approached texts written in two varieties of their first language i.e., classical and contemporary literary styles of Chinese, along with a foreign language i.e., English. The construction-integration model of text comprehension (Kintsch, 1998, 2004) and reader response theory (Beach, 1993; Galda & Beach, 2001) served as the theoretical frameworks for this study. Data included semi-structured interviews and think-aloud protocols. The constant comparative method proposed by Glaser and Strauss (1967) was employed for data analyses. Overall, the data show that the text processing mechanism utilized by the bilingual readers of Chinese and English appeared to follow the procedure of the construction-integration model of reading. Lower-level processes became substantially salient as students read the texts written in classical literary styles of Chinese and contemporary English, respectively. In contrast, relatively higher-level comprehension processes were evident in students’ reading of texts written in contemporary Chinese. The degree of language transfer, particularly in the employment of mental translation, indicates a ‘linguistic interdependent relationship’ between one’s two languages, as posited by Cummins (1979).
    Relation: Taiwan Journal of TESOL=臺灣英語教學期刊 6(2), pp.1-25
    Appears in Collections:[英文學系暨研究所] 期刊論文

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