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https://ah.lib.nccu.edu.tw/handle/140.119/117108
題名: | Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension | 作者: | Yau, Charlene Jia-ling | 關鍵詞: | bilingualism ; reading comprehension ; vocabulary knowledge ; metacogntion ; English as a foreign language | 日期: | 三月-2011 | 上傳時間: | 9-五月-2018 | 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),95-123 臺灣英語教學期刊 |
資料類型: | article |
Appears in Collections: | 期刊論文 |
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File | Description | Size | Format | |
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81-95-123.pdf | 1.43 MB | Adobe PDF2 | View/Open |
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