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    題名: Reading characteristics of Chinese-English adolescents: Knowledge and application of strategic reading
    作者: 姚嘉苓;Yau, Jia-ling Charlene
    貢獻者: 淡江大學英文學系
    關鍵詞: metacognition;reading comprehension;reading in Chinese;English as a foreign language
    日期: 2009-12
    上傳時間: 2014-12-05 15:46:07 (UTC+8)
    出版者: New York: Springer New York LLC
    摘要: Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2, English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading, whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998).
    關聯: Metacognition and Learning 4(3), pp.217-235
    DOI: 10.1007/s11409-009-9046-4
    顯示於類別:[英文學系暨研究所] 期刊論文

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