| dc.creator (作者) | Yau, Charlene Jia-ling | en_US |
| dc.date (日期) | 2011-03 | - |
| dc.date.accessioned | 9-May-2018 10:02:14 (UTC+8) | - |
| dc.date.available | 9-May-2018 10:02:14 (UTC+8) | - |
| dc.date.issued (上傳時間) | 9-May-2018 10:02:14 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/117108 | - |
| dc.description.abstract (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. | en_US |
| dc.format.extent | 1464427 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Taiwan Journal of TESOL, 8(1),95-123 | - |
| dc.relation (關聯) | 臺灣英語教學期刊 | - |
| dc.subject (關鍵詞) | bilingualism ; reading comprehension ; vocabulary knowledge ; metacogntion ; English as a foreign language | en_US |
| dc.title (題名) | Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension | en_US |
| dc.type (資料類型) | article | - |
