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首页> 外文学位 >Comprehending EFL reading comprehension: The interplay of cultural schemata and goal orientations on on-line reading strategies and reading comprehension in an EFL (Taiwan) context.
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Comprehending EFL reading comprehension: The interplay of cultural schemata and goal orientations on on-line reading strategies and reading comprehension in an EFL (Taiwan) context.

机译：理解EFL阅读理解：在EFL（台湾）环境中，文化图式与目标取向在在线阅读策略和阅读理解上的相互作用。

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摘要

This experimental study aimed to investigate whether cultural schemata and goal orientations would influence adult EFL readers' use of on-line reading strategies and their reading comprehension. Thirty-eight English-major college freshmen enrolled in a Taiwan university participated in this study. Goal-orientation treatments directed students to adopt a mastery or a performance goal. Students read silently two English essays that described a culturally familiar event, Chinese New Year, and a culturally unfamiliar event, St. Patrick's Day. As they read silently, students were instructed to think out loud. After reading, students were asked to perform stimulated recall and to take a reading comprehension assessment to measure their reading comprehension.; The taxonomy of on-ling reading processing strategies included six different strategy categories and a total of 28 strategies. The results of two-way ANOVAs (a 2 x 2 split-plot factorial design) indicated the cultural schemata and goal orientations influenced the frequencies of students' using strategies of processing intra-sentential comprehension, processing inter-paragraph comprehension, activating background knowledge, and accepting ambiguities. The interaction effects of cultural schemata and goal orientations contributed to the differences in the frequencies of the use of accepting ambiguity strategies. The culturally familiar essay was comprehended better when compared to the culturally unfamiliar essay. The combined mastery- and performance-orientation group achieved better comprehension on both essays. Implications for EFL reading instruction include: (a) the significance of readers' cultural schemata and goal-orientation should not be neglected, and (b) the appropriate manner of employing on-line reading strategies should be taught.
机译：这项实验性研究旨在调查文化图式和目标取向是否会影响成人EFL读者对在线阅读策略的使用及其阅读理解。台湾一所大学的38名英语专业的大学新生参加了这项研究。目标导向治疗指导学生采用精通目标或绩效目标。学生们默默地阅读了两篇英语文章，其中描述了一个文化上熟悉的事件-农历新年和一个文化上不熟悉的事件-圣帕特里克节。当他们无声阅读时，指示学生大声思考。阅读后，要求学生进行刺激的回忆并进行阅读理解评估以衡量他们的阅读理解。在线阅读处理策略的分类法包括6种不同的策略类别，共28种策略。双向方差分析（2 x 2剖分因子设计）的结果表明，文化语境和目标取向会影响学生使用处理句子内理解，处理段落间理解，激活背景知识，并接受歧义。文化图式和目标取向的相互作用影响了接受歧义策略使用频率的差异。与不熟悉文化的文章相比，对熟悉文化的文章的理解更好。掌握和表现导向相结合的小组在这两篇文章上都获得了更好的理解。 EFL阅读教学的含义包括：（a）不应忽略读者的文化图式和目标取向的重要性，并且（b）应该教授采用在线阅读策略的适当方式。

著录项

  • 作者

    He, Tung-hsien.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Education Language and Literature.; Education Reading.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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