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Reading strategies training in a Japanese university English as a foreign language setting.

机译：在日本大学英语作为外语环境中进行阅读策略培训。

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摘要

Following trends in English as a Second Language (ESL) reading instruction since the 1970s and 1980s, skills-based and other types of reading strategy instruction have become increasingly popular in certain English as a Foreign Language (EFL) settings as well. Little evidence exists, however, that current approaches to and certain recommendations for strategies instruction are effective in enhancing comprehension in an EFL---or even ESL---context. Moreover, some doubt has been raised as to the effectiveness and appropriateness of strategy instruction in certain EFL contexts (Akamatsu, 2001; Robbins, 1999; Takeuchi 1994).;An experimental study on reading strategy instruction was conducted with Japanese tertiary-level EFL learners of intermediate proficiency ( N = 68). The design contained two control and two experimental groups that received differing types of instruction in the use of two kinds of reading strategies (Summarizing and Word Attack) over a 15-1/2-week period in order to test the hypotheses that (1) learners receiving strategy training (Experimental Condition) would outscore those receiving no training (Control Condition) on two types of tasks (Written Recall and Multiple-choice), and that (2) among experimental treatment participants, learners receiving explicit/metacognitive instruction (Explicit Group) would outscore those receiving implicit instruction (Implicit Group).;In the preliminary data analysis, subject demographic, pretest, posttest, and gain descriptive data and statistics were described and examined and instrument reliability and validity were assessed. In the main analysis, participants' posttest and gain scores were tested by means of Two-Way and One-Way Analysis of Variance, and Two-Way and One-Way Analysis of Covariance with participants' pretest and combined posttest passage/task-related judgment score covariates. A series of Linear Regression Analysis was also conducted between participants' reported pretreatment strategy use and pretest, posttest, and gain scores.;Due to possible pre-training differences between groups, results of the data analysis were ambiguous, though suggested no differences between groups attributable to experimental treatments in terms of either posttest or gain scores. Design flaws and instrument reliability-related problems were also judged to be present. Tentative interpretations of the results, implications, and additional limitations are further discussed and recommendations for future research and practice in EFL reading strategies instruction presented.
机译：随着1970年代和1980年代英语作为第二语言（ESL）阅读教学趋势的发展，基于技能的阅读策略教学和其他类型的阅读策略教学在某些英语作为外语（EFL）设置中也越来越流行。然而，几乎没有证据表明，当前的策略教学方法和某些建议可以有效地增强对EFL甚至ESL的理解。此外，对于在某些EFL语境中策略教学的有效性和适当性提出了一些疑问（Akamatsu，2001； Robbins，1999； Takeuchi，1994）。；对日本大专英语学习者进行的阅读策略教学的实验研究中级水平（N = 68）。该设计包含两个对照组和两个实验组，他们在15-1 / 2周的时间内使用两种阅读策略（摘要和单词攻击）接受了不同类型的指令，以检验以下假设：（1）接受策略培训（实验条件）的学习者的学习成绩将优于未接受两种类型任务（书面回忆和多项选择）培训的学生（控制条件），并且（2）在实验治疗参与者中，接受显式/元认知指导的学习者（显性）在初步数据分析中，描述并检查了受试者的人口统计学，前测，后测以及获得描述性数据和统计数据，并对仪器的可靠性和有效性进行了评估。在主要分析中，通过方差的双向和单向分析以及协方差的双向和单向分析对参与者的测验和增益分数进行测试，并与参与者的测验和与测验/任务相关的测验相结合判断分数协变量。还对参与者报告的治疗前策略使用与测试前，测试后和获得分数之间进行了一系列线性回归分析;由于各组之间可能存在的预训练差异，数据分析的结果尚不明确，尽管表明各组之间没有差异归因于后测或获胜分数的实验性处理。设计缺陷和仪器可靠性相关的问题也被认为存在。对结果，含义和其他限制的初步解释将进一步讨论，并为EFL阅读策略教学中的未来研究和实践提供建议。

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  • 作者

    White, Sean A.;

  • 作者单位

    University of Kansas.;

  • 授予单位 University of Kansas.;
  • 学科 Education Language and Literature.;Education Bilingual and Multicultural.;Education Curriculum and Instruction.;Education Higher.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 427 p.
  • 总页数 427
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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