This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The res...This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys,a public school,Directorate of Education in Irbid(AL Kora Directorate of Education).First,the experimental group of 25 students selected and second the control group of 25 students was selected.To achieve the purpose of the study,a pre-/post reading comprehension test was designed.In addition,self-questioning strategywas used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the Teacher’s Book.Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group.Considering the research results,the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.展开更多
This study examined the potential effect of Inquiry-Based Learning Strategy(IBL)on the tenth-grade students’reading comprehension.Two groups and a quasi-experimental design were used.Two complete sections of grade 10...This study examined the potential effect of Inquiry-Based Learning Strategy(IBL)on the tenth-grade students’reading comprehension.Two groups and a quasi-experimental design were used.Two complete sections of grade 10 students from a public Secondary School for Girls in Irbid was randomly assigned by the researcher.The experimental group of 30 students was chosen first,and then the control group of 30 students.A pre-post reading comprehension test was designed before and after the study in order to fulfill its goals.Additionally,the experimental group was taught using the IBL strategy,whereas the control group was taught using the traditional teaching methods recommended in the tenth-grade Teacher’s Book.According to the findings,there were significant statistical differences favoring the experimental group over the control group.In light of the findings,the researcher recommended employing the IBL strategy to students with various levels and EFL skills.展开更多
This article intends to shed some light on effective use of three reading strategies: skimming,scanning and studying for non-English-speaking middle school students.The article also presents some advice for the teache...This article intends to shed some light on effective use of three reading strategies: skimming,scanning and studying for non-English-speaking middle school students.The article also presents some advice for the teacher's consideration when designing and preparing reading materials.展开更多
The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit k...The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.展开更多
Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia coursew...Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.展开更多
This paper examines reading comprehensions in 2005 MET. Statistic analysis shows that the MET in 2005 have certain validity,but there are some problems existing in these tests. The paper lists the problems and suggest...This paper examines reading comprehensions in 2005 MET. Statistic analysis shows that the MET in 2005 have certain validity,but there are some problems existing in these tests. The paper lists the problems and suggests some methods. The writer hopes that test-designers can pay much attention to them so as to improve the tests quality.展开更多
Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years...Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years of our Open Door Policy, they find they have to learn some English and learn it quickly. They try to learn from radio and TV and many take English courses of 4 to 6 months, with varying degree of success. Their chief stumbling blocks展开更多
Reading can serve as a vehicle for learning a second language and as a result enhancing reading ability in that language. How to teach reading has been a contentious issue in TESOL/TEFL research. After reviewing the t...Reading can serve as a vehicle for learning a second language and as a result enhancing reading ability in that language. How to teach reading has been a contentious issue in TESOL/TEFL research. After reviewing the theories on reading and the research on how to teach reading as its theoretical basis, this paper reflects on the teaching of EFL reading comprehension for English majors in China about its situation and problems and discusses some pedagogical solutions to the problems.展开更多
Practical English Test for Colleges (PRETCO) examination is very important to higher vocational college students. Reading comprehension section, moreover, is the key part in the examination because it, in some degree,...Practical English Test for Colleges (PRETCO) examination is very important to higher vocational college students. Reading comprehension section, moreover, is the key part in the examination because it, in some degree, influences the total score of the examination. In this passage, the author is to illustrate some reading methods to help the students master the spirit of reading comprehension and grasp the methods and strategy of then so that they could get high score in this part.展开更多
In the process of learning English, reading comprehension is a very important part. Firstly, the paper analyzes the translation's role in reading comprehension. Secondly, it considers translation could enhance Eng...In the process of learning English, reading comprehension is a very important part. Firstly, the paper analyzes the translation's role in reading comprehension. Secondly, it considers translation could enhance English reading comprehension. Thirdly,it mainly discusses the translation problem and skills of English Reading Comprehension.展开更多
Schema theory originated from western Countries.It explained explicitly how readers' world knowledge interacts with text to arrive at comprehension.Many Chinese English teachers use it to guide their teaching,but ...Schema theory originated from western Countries.It explained explicitly how readers' world knowledge interacts with text to arrive at comprehension.Many Chinese English teachers use it to guide their teaching,but most of them can not get an ideal outcome.First,this paper represent schemata and schematic theory briefly,and then explores the interactions beween schematic theory and reading comprehension.At last,the author lists out three factors that is helpful for comprehending and establishing new schemata.展开更多
Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a series of metacogonitive strategies. Teachers should conduct metacognitive training among student...Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a series of metacogonitive strategies. Teachers should conduct metacognitive training among students. Thus, students are sure to improve their reading proficiency with some metacognitive knowledge during the reading process.展开更多
To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is k...To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is known about students' tendency to use these skills.Specifically,little is known about what influence critical thinking disposition has on students' academic achievement.English reading comprehension,which has been an important composition in students' English achievement,may be an important factor in developing this disposition.The current study examined the characteristics of students' critical thinking disposition and their English reading comprehension as well as exploring the correlation between the two factors mentioned above.The current study involved in 125 sophomores in English major from Jiangsu province.The results indicated that students in current research performed best in Maturity (M=37.46,SD=3.57),followed by Inquisitiveness (M=36.64,SD=4.31),Analyticity (M=34.86,SD=3.70),Truthseeking (M=33.86,SD=4.08).In contrast,they performed worst in CT Confidence (M=33.17,SD=4.57),followed by Systematicity (M=33.49,SD=5.10) and Open-mindedness (M=33.50,SD=3.67).Students scored highest in Attitude and View Category as the mean was 0.8257,followed by Reasoning and Judgment Category (M=0.8128),Induction and Generalization Category (M=0.7612),Theme Topic Category (M=0.6844),Semantic Comprehension Category (M=0.6789),while scored lowest in Fact and Detail Category (M=0.5818).There existed a positive correlation between critical thinking disposition and reading comprehension achievement (n=109;r=0.300;p<0.01).展开更多
Reading texts serve as an influx of comprehensible input for English learners. Graphic organizer is a decent way of demonstrating the discourse structures or organizational patterns of a text, which will enormously fa...Reading texts serve as an influx of comprehensible input for English learners. Graphic organizer is a decent way of demonstrating the discourse structures or organizational patterns of a text, which will enormously facilitate reading comprehension. This study would give a literature review on the impact of graphic organizers on English reading comprehension. Finally, some suggestions were proposed for future studies. Hopefully, the review will shed some light on reading studies and instructions in an EFL pedagogical context.展开更多
Reading comprehension is important for both teacher and students in high school.And there is a phenomenon in stu dents when they do the reading comprehension.If word recognition is difficult,students use too much of t...Reading comprehension is important for both teacher and students in high school.And there is a phenomenon in stu dents when they do the reading comprehension.If word recognition is difficult,students use too much of their time to read and understand the individual words,which interferes with their ability to comprehend what is read and waste too much of their time in the examination.This makes the comprehension difficult for high school students.The paper focuses on the methods for teach ers to eliminate lexical obstacles to reading comprehension in high school.展开更多
Objective: To test the hypotheses that reading comprehension difficulties of adolescent students with ADHD: 1) are related not so much to weak verbal abilities or weak basic reading skills, as to impairments of workin...Objective: To test the hypotheses that reading comprehension difficulties of adolescent students with ADHD: 1) are related not so much to weak verbal abilities or weak basic reading skills, as to impairments of working memory and processing speed characteristic of ADHD;and 2) that extended time on a test of reading comprehension would yield significantly higher reading comprehension scores than would standard time. Method: Charts of 145 adolescents 13-18 years diagnosed with DSM-IV ADHD and no specific reading disorder after a comprehensive clinical and psycho-educational evaluation, were reviewed to extract 1) word reading and word attack subtest scores from the Woodcock-Johnson Achievement Test or the Wechsler Individual Achievement Test;2) Index scores from WISC-IV or WAIS-III IQ tests;3) scores from the Nelson-Denny Reading Test. Results: Mean index scores for verbal comprehension abilities not including reading were in the high average range, but working memory and processing speed index scores were significantly weaker. Under standard time limits 53% were unable to complete the reading comprehension test and only 42.8% were able to score within 1 SD of their IQ verbal comprehension index (VCI). When allowed extended time, 77.9% were able to score within 1 SD of their VCI. T-test comparisons between standard time and extended time were significant at < 0.001. Conclusions: Allowing extended time for adolescents with ADHD to complete tests involving reading may help to compensate for their impairments of working memory and processing speed, allowing them to score closer to their actual verbal abilities.展开更多
In recent years, reading comprehension is taking up a larger and larger part in almost every international test or domestic examination. Knowing the basic knowledge and grasping the test - taking tactics are key facto...In recent years, reading comprehension is taking up a larger and larger part in almost every international test or domestic examination. Knowing the basic knowledge and grasping the test - taking tactics are key factors of good reading comprehension. In this thesis, I will dwell on nine commonly used tactics for reading comprehension. This will help you to deal with the problems with reading comprehension efficiently.展开更多
The present paper is a correlational study of Junior college students' achievement test and reading comprehension test based on students' interests.Through the case study,students' interests should raw muc...The present paper is a correlational study of Junior college students' achievement test and reading comprehension test based on students' interests.Through the case study,students' interests should raw much attention while teachers choose textbooks or teaching materials or design teaching plan.展开更多
文摘This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys,a public school,Directorate of Education in Irbid(AL Kora Directorate of Education).First,the experimental group of 25 students selected and second the control group of 25 students was selected.To achieve the purpose of the study,a pre-/post reading comprehension test was designed.In addition,self-questioning strategywas used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the Teacher’s Book.Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group.Considering the research results,the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.
文摘This study examined the potential effect of Inquiry-Based Learning Strategy(IBL)on the tenth-grade students’reading comprehension.Two groups and a quasi-experimental design were used.Two complete sections of grade 10 students from a public Secondary School for Girls in Irbid was randomly assigned by the researcher.The experimental group of 30 students was chosen first,and then the control group of 30 students.A pre-post reading comprehension test was designed before and after the study in order to fulfill its goals.Additionally,the experimental group was taught using the IBL strategy,whereas the control group was taught using the traditional teaching methods recommended in the tenth-grade Teacher’s Book.According to the findings,there were significant statistical differences favoring the experimental group over the control group.In light of the findings,the researcher recommended employing the IBL strategy to students with various levels and EFL skills.
文摘This article intends to shed some light on effective use of three reading strategies: skimming,scanning and studying for non-English-speaking middle school students.The article also presents some advice for the teacher's consideration when designing and preparing reading materials.
文摘The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.
文摘Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.
文摘This paper examines reading comprehensions in 2005 MET. Statistic analysis shows that the MET in 2005 have certain validity,but there are some problems existing in these tests. The paper lists the problems and suggests some methods. The writer hopes that test-designers can pay much attention to them so as to improve the tests quality.
文摘Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years of our Open Door Policy, they find they have to learn some English and learn it quickly. They try to learn from radio and TV and many take English courses of 4 to 6 months, with varying degree of success. Their chief stumbling blocks
文摘Reading can serve as a vehicle for learning a second language and as a result enhancing reading ability in that language. How to teach reading has been a contentious issue in TESOL/TEFL research. After reviewing the theories on reading and the research on how to teach reading as its theoretical basis, this paper reflects on the teaching of EFL reading comprehension for English majors in China about its situation and problems and discusses some pedagogical solutions to the problems.
文摘Practical English Test for Colleges (PRETCO) examination is very important to higher vocational college students. Reading comprehension section, moreover, is the key part in the examination because it, in some degree, influences the total score of the examination. In this passage, the author is to illustrate some reading methods to help the students master the spirit of reading comprehension and grasp the methods and strategy of then so that they could get high score in this part.
文摘In the process of learning English, reading comprehension is a very important part. Firstly, the paper analyzes the translation's role in reading comprehension. Secondly, it considers translation could enhance English reading comprehension. Thirdly,it mainly discusses the translation problem and skills of English Reading Comprehension.
文摘Schema theory originated from western Countries.It explained explicitly how readers' world knowledge interacts with text to arrive at comprehension.Many Chinese English teachers use it to guide their teaching,but most of them can not get an ideal outcome.First,this paper represent schemata and schematic theory briefly,and then explores the interactions beween schematic theory and reading comprehension.At last,the author lists out three factors that is helpful for comprehending and establishing new schemata.
文摘Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a series of metacogonitive strategies. Teachers should conduct metacognitive training among students. Thus, students are sure to improve their reading proficiency with some metacognitive knowledge during the reading process.
文摘To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is known about students' tendency to use these skills.Specifically,little is known about what influence critical thinking disposition has on students' academic achievement.English reading comprehension,which has been an important composition in students' English achievement,may be an important factor in developing this disposition.The current study examined the characteristics of students' critical thinking disposition and their English reading comprehension as well as exploring the correlation between the two factors mentioned above.The current study involved in 125 sophomores in English major from Jiangsu province.The results indicated that students in current research performed best in Maturity (M=37.46,SD=3.57),followed by Inquisitiveness (M=36.64,SD=4.31),Analyticity (M=34.86,SD=3.70),Truthseeking (M=33.86,SD=4.08).In contrast,they performed worst in CT Confidence (M=33.17,SD=4.57),followed by Systematicity (M=33.49,SD=5.10) and Open-mindedness (M=33.50,SD=3.67).Students scored highest in Attitude and View Category as the mean was 0.8257,followed by Reasoning and Judgment Category (M=0.8128),Induction and Generalization Category (M=0.7612),Theme Topic Category (M=0.6844),Semantic Comprehension Category (M=0.6789),while scored lowest in Fact and Detail Category (M=0.5818).There existed a positive correlation between critical thinking disposition and reading comprehension achievement (n=109;r=0.300;p<0.01).
文摘Reading texts serve as an influx of comprehensible input for English learners. Graphic organizer is a decent way of demonstrating the discourse structures or organizational patterns of a text, which will enormously facilitate reading comprehension. This study would give a literature review on the impact of graphic organizers on English reading comprehension. Finally, some suggestions were proposed for future studies. Hopefully, the review will shed some light on reading studies and instructions in an EFL pedagogical context.
文摘Reading comprehension is important for both teacher and students in high school.And there is a phenomenon in stu dents when they do the reading comprehension.If word recognition is difficult,students use too much of their time to read and understand the individual words,which interferes with their ability to comprehend what is read and waste too much of their time in the examination.This makes the comprehension difficult for high school students.The paper focuses on the methods for teach ers to eliminate lexical obstacles to reading comprehension in high school.
文摘Objective: To test the hypotheses that reading comprehension difficulties of adolescent students with ADHD: 1) are related not so much to weak verbal abilities or weak basic reading skills, as to impairments of working memory and processing speed characteristic of ADHD;and 2) that extended time on a test of reading comprehension would yield significantly higher reading comprehension scores than would standard time. Method: Charts of 145 adolescents 13-18 years diagnosed with DSM-IV ADHD and no specific reading disorder after a comprehensive clinical and psycho-educational evaluation, were reviewed to extract 1) word reading and word attack subtest scores from the Woodcock-Johnson Achievement Test or the Wechsler Individual Achievement Test;2) Index scores from WISC-IV or WAIS-III IQ tests;3) scores from the Nelson-Denny Reading Test. Results: Mean index scores for verbal comprehension abilities not including reading were in the high average range, but working memory and processing speed index scores were significantly weaker. Under standard time limits 53% were unable to complete the reading comprehension test and only 42.8% were able to score within 1 SD of their IQ verbal comprehension index (VCI). When allowed extended time, 77.9% were able to score within 1 SD of their VCI. T-test comparisons between standard time and extended time were significant at < 0.001. Conclusions: Allowing extended time for adolescents with ADHD to complete tests involving reading may help to compensate for their impairments of working memory and processing speed, allowing them to score closer to their actual verbal abilities.
文摘In recent years, reading comprehension is taking up a larger and larger part in almost every international test or domestic examination. Knowing the basic knowledge and grasping the test - taking tactics are key factors of good reading comprehension. In this thesis, I will dwell on nine commonly used tactics for reading comprehension. This will help you to deal with the problems with reading comprehension efficiently.
文摘The present paper is a correlational study of Junior college students' achievement test and reading comprehension test based on students' interests.Through the case study,students' interests should raw much attention while teachers choose textbooks or teaching materials or design teaching plan.