英语中"O"的读法与表达较常用的有 zero,o[u],nought,naught[n:t].nothing 等,但在实际运用中,还有一些专门的读法或表达。1.电话号码中的"零"通常读字母 O[u],如:010—3108602读作 O one O—three one O eight six...英语中"O"的读法与表达较常用的有 zero,o[u],nought,naught[n:t].nothing 等,但在实际运用中,还有一些专门的读法或表达。1.电话号码中的"零"通常读字母 O[u],如:010—3108602读作 O one O—three one O eight sixO tWO,1001读作 one double O one。2.年代读法:1900年通常读作 nineteen hun-dred,也可读作 nineteen nothing;1906年读作 nine-teen O six 或 nineteen six;2000年则要读作 twothousand years。3.小数点以下的读法:3.01读作 three pointO/zero one;0.5%读作 nought point five percent;0.300(三成打击率)读作 a three hundred hitter。展开更多
This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,m...This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.展开更多
Reading and writing are input and output respectively. The relation between reading and writing is closely related. Reading is the preparation for good writing. And writing theory or law can provide readers some clues...Reading and writing are input and output respectively. The relation between reading and writing is closely related. Reading is the preparation for good writing. And writing theory or law can provide readers some clues for better understanding. The relation between reading and writing can help our English teaching in and out class. Also the way of thinking influences our reading and writing.展开更多
文摘英语中"O"的读法与表达较常用的有 zero,o[u],nought,naught[n:t].nothing 等,但在实际运用中,还有一些专门的读法或表达。1.电话号码中的"零"通常读字母 O[u],如:010—3108602读作 O one O—three one O eight sixO tWO,1001读作 one double O one。2.年代读法:1900年通常读作 nineteen hun-dred,也可读作 nineteen nothing;1906年读作 nine-teen O six 或 nineteen six;2000年则要读作 twothousand years。3.小数点以下的读法:3.01读作 three pointO/zero one;0.5%读作 nought point five percent;0.300(三成打击率)读作 a three hundred hitter。
文摘This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.
文摘Reading and writing are input and output respectively. The relation between reading and writing is closely related. Reading is the preparation for good writing. And writing theory or law can provide readers some clues for better understanding. The relation between reading and writing can help our English teaching in and out class. Also the way of thinking influences our reading and writing.
