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首页> 外文学位 >A study of the effects of rhetorical text structure and English reading proficiency on the metacognitive strategies used by EFL Taiwanese college freshmen.
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A study of the effects of rhetorical text structure and English reading proficiency on the metacognitive strategies used by EFL Taiwanese college freshmen.

机译：修辞性文本结构和英语阅读能力对EFL台湾大学新生使用的元认知策略的影响研究。

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摘要

This study had three purposes: to examine the differences in the self-reported use of metacognitive reading strategies by Taiwanese non-English major EFL college freshmen when reading English expository texts; to investigate the impact of rhetorical text structure (inductive versus deductive) on the participants' use of metacognitive reading strategies; to study the effects of rhetorical text structure on the participants' reading comprehension performance. One hundred and sixty-three EFL college freshmen divided into four groups by level of English reading proficiency read two expository texts over a one week period. One text was structured inductively and the other text deductively. After reading each passage, the participants completed the Survey of Reading Strategies (SORS) and a 10-item comprehension test.; English reading proficiency significantly was associated with the use of metacognitive strategies (e.g. global, problem solving, and support reading strategies), with the more proficient readers of English making greater use of the metacognitive strategies than the less proficient readers. In addition, text topic appeared to impact reading comprehension performance, with participants answering more test items for the Chen Ho passage than for The Ancient Romans selection. Rhetorical text structure did not affect differentially reading comprehension, as originally hypothesized.; EFL instructors might focus on teaching metacognitive strategies to their students along with those traditional activities designed to promote decoding accuracy, fluency, and vocabulary knowledge.
机译：这项研究的目的是三个目的：研究台湾非英语专业EFL大学新生在阅读英语说明性文字时自我报告的使用元认知阅读策略的差异；调查修辞性文本结构（归纳与演绎）对参与者使用元认知阅读策略的影响；研究修辞格结构对参与者阅读理解能力的影响。 163名EFL大学新生按英语阅读能力水平分为四组，在一周内阅读了两篇说明性文章。一个文本是归纳结构，另一文本是归纳结构。阅读每篇文章后，参与者完成了阅读策略调查（SORS）和10项理解测试。英语阅读能力与元认知策略（例如全局，解决问题和支持性阅读策略）的使用显着相关，英语水平较高的读者比元认知水平较低的读者会更多地使用元认知策略。此外，文本主题似乎会影响阅读理解能力，与“古罗马人”选题相比，参与者回答“陈和”段落的测试题更多。修辞性文本结构不影响最初假设的差异阅读理解。 EFL讲师可能会专注于向学生教授元认知策略以及旨在提高解码准确性，流利度和词汇知识的传统活动。

著录项

  • 作者

    Lee, Mei-Ling.;

  • 作者单位

    University of Idaho.;

  • 授予单位 University of Idaho.;
  • 学科 Education Language and Literature.; Education Bilingual and Multicultural.; Education Reading.; Education Higher.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 153 p.
  • 总页数 153
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;高等教育;
  • 关键词

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