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歧义词对英文阅读理解影响的眼动研究

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摘要 英语阅读过程是语言学习的认知加工过程。本研究通过对学生英语阅读的认知加工过程进行眼动实验,采集眼动指标数据,对认知加工过程进行分析。在阅读过程中,高低年级学生的眼动指标差异显著,呈现出不同的学习策略特点。结果表明,不同年级被试在阅读过程中认知加工方式特点不同。高年级学生的学习策略表现出更高的主动性和针对性。
作者 于翔
出处 《陕西教育(高教版)》 2016年第1期47-48,共2页
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参考文献4

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