Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/117108
DC Field | Value | Language |
---|---|---|
dc.creator | Yau, Charlene Jia-ling | en_US |
dc.date | 2011-03 | - |
dc.date.accessioned | 2018-05-09T02:02:14Z | - |
dc.date.available | 2018-05-09T02:02:14Z | - |
dc.date.issued | 2018-05-09T02:02:14Z | - |
dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/117108 | - |
dc.description.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. | en_US |
dc.format.extent | 1464427 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.relation | Taiwan Journal of TESOL, 8(1),95-123 | - |
dc.relation | 臺灣英語教學期刊 | - |
dc.subject | bilingualism ; reading comprehension ; vocabulary knowledge ; metacogntion ; English as a foreign language | en_US |
dc.title | Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension | en_US |
dc.type | article | - |
item.fulltext | With Fulltext | - |
item.grantfulltext | open | - |
item.cerifentitytype | Publications | - |
item.openairetype | article | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
Appears in Collections: | 期刊論文 |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
81-95-123.pdf | 1.43 MB | Adobe PDF2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.