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首页> 外文OA文献 >Phonological Bootstrapping in Word Recognition Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach
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Phonological Bootstrapping in Word Recognition Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach

机译：语音识别和全语言阅读中的语音引导：通过并发朗读协议和广泛阅读方法的二语阅读发展综合教学法

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摘要

The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
机译：本研究以“边听边读”（RWL）技术的形式研究了同时阅读和听力的影响，以此作为提高中级L2阅读器单词识别和阅读理解的一种手段，并将这些影响与独特的顶级阅读者进行了比较。广泛阅读（ER）形式的阅读教学法，RWL和ER的综合教学法以及无声课堂阅读的对照教学法。借鉴Jorm＆Share（1983）的自学假设（STH）所阐明的语音编码的先天习得机制，本研究建议同时呈现正字法和听觉输入，这是利用这种拼写法通往阅读中的流利单词识别。根据Goodman（1967，1988），Krashen（1995，2007）和Day＆Bamford（1998）提出的认知推理和整体语言发展的先天习得机制，本研究还提出了ER教学法作为一种有效的最佳方法。阅读和整个语言发展中的认知推理的向下机制，以及解决第二语言读者情感的工具。为了分别研究RWL和ER的功效，同时作为RWL和ER的综合综合教学法，本研究采用了混合方法的准实验设计，结合了RWL，ER，RWL-ER和RWL的纵向课堂处理在五周内以及51位中级ESL读者中控制阅读教学法。单变量和多变量统计分析以及定性数据的减少和显示，支持RWL和ER阅读教学法相对于对照治疗在阅读率，理解力，词汇和语法知识获取以及读者情感方面的显着功效。此外，RWL-ER复合治疗组以支持这种综合阅读教学法的独特优势的方式表现出高于所有其他治疗类型的最高收益，该方法结合了自下而上的单词识别和自上而下的认知技能发展的习得方法串联。讨论了对这些发现的教学意义以及未来研究的局限性和领域。

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    Askildson Lance;

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  • 年度 2008
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  • 正文语种 en
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  • 入库时间 2022-08-31 15:19:18

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