Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/117108


Title: Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension
Authors: Yau, Charlene Jia-ling
Keywords: bilingualism;reading comprehension;vocabulary knowledge;metacogntion;English as a foreign language
Date: 2011-03
Issue Date: 2018-05-09 10:02:14 (UTC+8)
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),95-123
臺灣英語教學期刊
Data Type: article
Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

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