淡江大學機構典藏:Item 987654321/99622
English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 64191/96979 (66%)
造访人次 : 8483964      在线人数 : 7758
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/99622


    题名: Reading characteristics of Chinese-English adolescents: Knowledge and application of strategic reading
    作者: 姚嘉苓;Yau, Jia-ling Charlene
    贡献者: 淡江大學英文學系
    关键词: metacognition;reading comprehension;reading in Chinese;English as a foreign language
    日期: 2009-12
    上传时间: 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
    显示于类别:[英文學系暨研究所] 期刊論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    index.html0KbHTML335检视/开启

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈