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The impact of lexical processing strategy instruction on L2 readers' strategy use, reading rate, reading comprehension, and vocabulary learning.

机译：词汇处理策略教学对第二语言读者策略使用，阅读率，阅读理解和词汇学习的影响。

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摘要

This study described the lexical processing strategies (LPSs, ignore, infer, consult) that second language (L2) readers use when encountering unfamiliar words, and examined the effect of focused instruction (metacognitive strategy training followed by language instruction) on strategy use, reading rate, reading comprehension, and vocabulary learning.;A quasi-experimental, interrupted, time-series with repeated-measures design was used. Eight francophone university students in an intermediate level English for Academic Purposes course were selected to represent lower and higher levels of L2 reading proficiency. The instructional treatment (16 hours over 8 weeks) was separated into 2 phases to investigate the differential effect of strategy training alone versus strategy training with language-focused instruction. Data were gathered individually in 8 sessions representing 4 measurement periods: baseline, post-metacognitive strategy training, post-language instruction, and a delayed measure (4 weeks after instruction). Participants' progress was monitored through the repeated measurement of the dependent variables: strategy use (retrospective think-aloud protocol), reading rate (timed reading), reading comprehension (T/F questions with justification), and word learning (cued recall). Frequency distributions based on total encounters with unfamiliar words (N = 878) were examined to determine overall patterns of LPS use and associated knowledge resources. Multivariate repeated-measures ANOVAs investigated instructional treatment and L2 reading proficiency effects. Case studies of 4 participants examined individual differences.;Inferencing was the preferred and primary LPS used. Both consulting and inferencing were effective strategies for determining word meaning adequate for text comprehension. The two instructional phases had a complementary and positive impact on LPS use; the amount of ignoring decreased and the amount and quality of inferencing increased. Instruction had little effect on reading rate, global reading comprehension, or vocabulary learning. L2 reading proficiency exerted no effect on reading rate and vocabulary learning, but was positively related to reading comprehension and the amount and effectiveness of inferencing. While L2 reading proficiency did not affect the kind of response to instruction, it did impact on the magnitude and timing of that response. Results support the benefit for instruction on enhancing L2 readers' inferencing abilities and the inclusion of components on the effective use of the other LPS options, consulting and ignoring.
机译：这项研究描述了第二语言（L2）读者在遇到陌生单词时使用的词汇处理策略（LPS，忽略，推断，咨询），并研究了集中指导（认知策略训练后进行语言教学）对策略使用，阅读的影响速度，阅读理解和词汇学习。；采用准实验，间断时间序列和重复测量设计。八名法语大学的学生在学术目的中级英语课程中被选为代表较低和较高水平的L2阅读能力的学生。教学处理（8周内16个小时）分为两个阶段，以研究单独策略培训与以语言为中心的教学策略培训之间的差异。在8个疗程中分别收集数据，代表4个测量阶段：基线，认知后策略训练，语言后指导和延迟测量（指导后4周）。通过对因变量的重复测量来监控参与者的进度：策略使用（回顾性思考协议），阅读率（定时阅读），阅读理解（有正当理由的T / F问题）和单词学习（提示回忆）。根据与陌生单词的总相遇次数（N = 878）检查频率分布，以确定LPS使用和相关知识资源的总体模式。多变量重复测量方差分析调查了教学处理和第二语言阅读能力的影响。 4名参与者的案例研究检查了个体差异。推理是首选的和主要的LPS。咨询和推理都是确定足以理解文字的单词含义的有效策略。这两个教学阶段对LPS的使用产生了互补和积极的影响；忽略的数量减少，推理的数量和质量提高。教学对阅读率，整体阅读理解或词汇学习影响不大。第二语言的阅读能力对阅读率和词汇学习没有影响，但与阅读理解以及推理的数量和有效性呈正相关。虽然二语阅读能力不会影响对指令的反应类型，但会影响该反应的大小和时间。结果支持以下方面的好处：增强L2读者的推理能力的指导，以及有效使用其他LPS选项，咨询和忽略的组件。

著录项

  • 作者

    Fraser, Carol Ann.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Language arts.;Higher education.
  • 学位 Ed.D.
  • 年度 1997
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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