Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study

This paper investigated the oral reading process of an EFL learner through the use of miscue analysis. It was aimed to explore miscue features, the influence of text type on miscues and the contributory factors to miscue production. Sources of data included questionnaire responses, oral reading of texts, stimulated recalls and written summaries. The results showed that the participant, in the process of meaning construction, utilized grapho-phonic, syntactic and semantic cues as well as cognitive strategies such as sampling, predicting and correcting. It was found that miscues with syntactic acceptability and high grapho-phonic similarity were more frequently produced than those with semantic acceptability. In addition, it was revealed that more miscues per hundred words were produced in the expository essay than in the narrative story. The results also indicated that linguistic and cognitive factors were two major contributors to miscue production. This paper concluded that the dynamic miscue-reflected EFL reading process is able to reveal learners’ strengths and weaknesses in text processing. Pedagogical implications for EFL reading instruction were finally discussed.

Developing reading skills on the basis of embodied philosophy： Take ＂experiencing English＂ as an example

Language teaching is a highly complex phenomenon so that it is closely related with philosophy of education, theoretical linguistics and cognitive science. The language system is constructed by adopting a series of cognitive strategies within human beings＇ experiences. On the basis of outlook of experience, reading and comprehension can be regarded as a process of prediction, perception, reasoning and retrieving, in which the reader is an experiencing individual. Thus, experience is a clue in the reading process.

Reflection on to What Degree IVA Is Related With Extensive Reading and Its Implications

This paper starts with the theoretical reflection on the relationship between IVA （Incidental Vocabulary Acquisition） and extensive reading based on reading process and vocabulary acquisition process, claiming that inferring word meaning is not equated with vocabulary acquisition. Then, some implications are drawn from the theoretical reflection, that is, three factors--text, learner and situation--have great impact on the process of acquiring vocabulary through extensive reading. After that, it follows the review of current research on specific aspects at textual, leamer and situational level.

Cultural Factors in Reading

Reading is a basic ability in learning English and reading comprehension exercise is a common way to assess this ability.Since reading is a communicative activity between author and reader in written form,there are some different rules and regulations of this communication in different countries.Therefore,cultural factors,existing in reading,decide,help,and influence the percentage of the right answers.This article attempts to analyze the effects of cultural differences in reading and the barriers in comprehension,and aims to improve students awareness of cultural differences in reading.

Existing Problems and Solutions on Rural Primary School Language Education

At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.