Reading is always regarded as a solitary process of decoding the text.People think that they are able to understand as long as they are good at linguistic knowledge.In fact,Reading is a both linguistic and cognitive p...Reading is always regarded as a solitary process of decoding the text.People think that they are able to understand as long as they are good at linguistic knowledge.In fact,Reading is a both linguistic and cognitive process.This paper intends to deal with the schema theory and its application to teaching practice of second language reading.展开更多
In order to fulfill the task of comprehending the text successfully,the reader must utilize metacognitive knowledge and must invoke conscious and deliberate strategies(R.Sheorey, K.Mokhtari 2001).In this study,we exam...In order to fulfill the task of comprehending the text successfully,the reader must utilize metacognitive knowledge and must invoke conscious and deliberate strategies(R.Sheorey, K.Mokhtari 2001).In this study,we examine differences in the reported use of reading strategies of advanced,high-intermediate and intermediate EFL speakers when reading materials.The findings are worth of note.展开更多
In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follo...In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning展开更多
In the field of L2 （second language） reading, scholars generally agree that ER （extensive reading） improves L2 learners＇ reading speed and comprehension and enriches their L2 vocabulary （Grabe ＆ Stoller, 1997）...In the field of L2 （second language） reading, scholars generally agree that ER （extensive reading） improves L2 learners＇ reading speed and comprehension and enriches their L2 vocabulary （Grabe ＆ Stoller, 1997）. This teacher-inquiry type of paper presents a practical suggestion for supplementing ER activity with the element of CL （cooperative learning）. ER, theoretically speaking, focuses on the solitary task of silent reading. The CL technique used in this study was a book-talk activity. Forty-five freshmen from a course of children and young adult literatures were required to read at least 20 English books throughout a semester. CL was added to facilitate students＇ ER in young adult literature. After a semester, short-answer questions were asked regarding students＇ comments on ER as well as CL. Students overall agreed that when ER is supplemented with CL, reading in an L2 seems to be less intimidating.展开更多
The questions concerning vocabulary acquisition have been explored for years.Among all these researches,there is a basic assumption that learners can acquire words from incidental exposure to written texts.Quite a num...The questions concerning vocabulary acquisition have been explored for years.Among all these researches,there is a basic assumption that learners can acquire words from incidental exposure to written texts.Quite a number of empirical studies have testified the hypothesis,in which,the relationship between reading tasks and incidental vocabulary acquisition(IVA) has become an interest in the field of second language acquisition(SLA) studies.The present study presents some theories and studies about the positive effects of reading tasks on IVA and suggests future research on the related topics.展开更多
This review focuses on beginning-level,K-12,L1 English learners,and considers their reading comprehension of texts written in Chinese characters and literacy development.Instructional approaches,materials design,and t...This review focuses on beginning-level,K-12,L1 English learners,and considers their reading comprehension of texts written in Chinese characters and literacy development.Instructional approaches,materials design,and teaching and learning strategies related to reading texts in Chinese characters in these settings are reviewed.This review includes both empirical studies and think pieces that appeal to prior empirical work in L2 Chinese reading to understand what Chinese as a Second Language scholars research,discuss,and advocate about reading comprehension for L2 learners mainly at beginning levels of K-12 education.This literature review therefore includes a variety of source materials:empirical research,research-informed advocacy and think pieces,and action research studies by Chinese language instructors.The article concludes with observations about the state of research and current recommendations in Chinese as a second language reading comprehension.展开更多
Due to the many variations and interpretations of fluency this paper focus on a modern and multi-faceted definition of fluency.Together accuracy,automaticity,and prosody work as separate building blocks that come toge...Due to the many variations and interpretations of fluency this paper focus on a modern and multi-faceted definition of fluency.Together accuracy,automaticity,and prosody work as separate building blocks that come together to form the one body of reading fluency.Wide and repeated reading using performance has been proved to be effective as fluency instructions to motivate and encourage student reading progress.展开更多
This paper,based on Gardner's Multiple Intelligences Theory,aims to investigate whether the application of MI Theory in col lege English reading class can improve students'English reading proficiency.MI-catego...This paper,based on Gardner's Multiple Intelligences Theory,aims to investigate whether the application of MI Theory in col lege English reading class can improve students'English reading proficiency.MI-categorized activities are adopted in the class.The paper explores college Enlgish reading teaching strategy based on MI Theory to improve English teaching proficiency.The paper sheds some light on how MI theory could be applied in EFL.展开更多
The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective ...The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis （paired sample t-test, effect size, regression analysis）. The results indicated that there was a significant improvement in oral reading speed after the intervention （130-211 words correct per minute） regardless of the following factors： （1） gender, （2） native language, （3） time using/learning English outside of training, and （4） pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching.展开更多
Traditionally, literary reading is regarded as a practicalmeans to stimulate the interest of EFL students in their study ofEnglish to accelerate the development of their L2 acquisition;literary works are considered a ...Traditionally, literary reading is regarded as a practicalmeans to stimulate the interest of EFL students in their study ofEnglish to accelerate the development of their L2 acquisition;literary works are considered a prime resource of linguistic inputto heighten the quality of learners’ target language. Yet, the re-search findings from this study indicate that such linguistic inputcannot effectively benefit the English majors when their L2 is notwell developed to cope efficaciously with such readers. In addi-tion, research findings also indicate that many literary wordsand phrases related to another cultural and social background notonly intensify the obstacles to proper comprehension but alsolimit opportunity for practical application of this sort of linguis-tic input in the social milieu where the learners live. Therefore,how to cope with literary works in language learning and whatsort of linguistic input that can effectively stimulate the develop-ment of learners’ L2 acquisition in their own social environmentneed to be explored.展开更多
文摘Reading is always regarded as a solitary process of decoding the text.People think that they are able to understand as long as they are good at linguistic knowledge.In fact,Reading is a both linguistic and cognitive process.This paper intends to deal with the schema theory and its application to teaching practice of second language reading.
文摘In order to fulfill the task of comprehending the text successfully,the reader must utilize metacognitive knowledge and must invoke conscious and deliberate strategies(R.Sheorey, K.Mokhtari 2001).In this study,we examine differences in the reported use of reading strategies of advanced,high-intermediate and intermediate EFL speakers when reading materials.The findings are worth of note.
文摘In furtherance of their most recent research on the textbook of the course LC （language and communication） 4001 Reading Skills Development in English for Graduate Studies （2012）, the co-authors carried out a follow-up work on read-aloud approach as some students voiced a sense of dissatisfaction with regard to such means which was primarily used in the LC 4001 class taking place from August 8 to November 27, 2012. In the current study, the data were garnered from 37 students enrolling in LC 4001 from January 8 to May 7, 2013. Based on the questionnaire, the findings revealed that a large number of the English reading learners acknowledged the mounting importance of English as a linguafranca in the region of 84% and 16% at the ＂most＂ and ＂much＂ levels, respectively. Likewise, around 90% of the participants had a positive attitude toward such pedagogical method, while only 10% disliked it. Concerning the academic reading curriculum for higher English reading competence, students＇ different language learning backgrounds and personal excitement caused by reading-aloud activities should be taken on board. Any activity introduced into the classroom should be explicitly stated to the students at the beginning of the course. Using any instructional approach without clear explanations or precautions may seriously upset learners partially or even completely obstruct their effective learning
文摘In the field of L2 （second language） reading, scholars generally agree that ER （extensive reading） improves L2 learners＇ reading speed and comprehension and enriches their L2 vocabulary （Grabe ＆ Stoller, 1997）. This teacher-inquiry type of paper presents a practical suggestion for supplementing ER activity with the element of CL （cooperative learning）. ER, theoretically speaking, focuses on the solitary task of silent reading. The CL technique used in this study was a book-talk activity. Forty-five freshmen from a course of children and young adult literatures were required to read at least 20 English books throughout a semester. CL was added to facilitate students＇ ER in young adult literature. After a semester, short-answer questions were asked regarding students＇ comments on ER as well as CL. Students overall agreed that when ER is supplemented with CL, reading in an L2 seems to be less intimidating.
文摘The questions concerning vocabulary acquisition have been explored for years.Among all these researches,there is a basic assumption that learners can acquire words from incidental exposure to written texts.Quite a number of empirical studies have testified the hypothesis,in which,the relationship between reading tasks and incidental vocabulary acquisition(IVA) has become an interest in the field of second language acquisition(SLA) studies.The present study presents some theories and studies about the positive effects of reading tasks on IVA and suggests future research on the related topics.
文摘This review focuses on beginning-level,K-12,L1 English learners,and considers their reading comprehension of texts written in Chinese characters and literacy development.Instructional approaches,materials design,and teaching and learning strategies related to reading texts in Chinese characters in these settings are reviewed.This review includes both empirical studies and think pieces that appeal to prior empirical work in L2 Chinese reading to understand what Chinese as a Second Language scholars research,discuss,and advocate about reading comprehension for L2 learners mainly at beginning levels of K-12 education.This literature review therefore includes a variety of source materials:empirical research,research-informed advocacy and think pieces,and action research studies by Chinese language instructors.The article concludes with observations about the state of research and current recommendations in Chinese as a second language reading comprehension.
基金Supported by the Training Program of FuJian Excellent Talents in University
文摘Due to the many variations and interpretations of fluency this paper focus on a modern and multi-faceted definition of fluency.Together accuracy,automaticity,and prosody work as separate building blocks that come together to form the one body of reading fluency.Wide and repeated reading using performance has been proved to be effective as fluency instructions to motivate and encourage student reading progress.
文摘This paper,based on Gardner's Multiple Intelligences Theory,aims to investigate whether the application of MI Theory in col lege English reading class can improve students'English reading proficiency.MI-categorized activities are adopted in the class.The paper explores college Enlgish reading teaching strategy based on MI Theory to improve English teaching proficiency.The paper sheds some light on how MI theory could be applied in EFL.
文摘The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis （paired sample t-test, effect size, regression analysis）. The results indicated that there was a significant improvement in oral reading speed after the intervention （130-211 words correct per minute） regardless of the following factors： （1） gender, （2） native language, （3） time using/learning English outside of training, and （4） pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching.
文摘Traditionally, literary reading is regarded as a practicalmeans to stimulate the interest of EFL students in their study ofEnglish to accelerate the development of their L2 acquisition;literary works are considered a prime resource of linguistic inputto heighten the quality of learners’ target language. Yet, the re-search findings from this study indicate that such linguistic inputcannot effectively benefit the English majors when their L2 is notwell developed to cope efficaciously with such readers. In addi-tion, research findings also indicate that many literary wordsand phrases related to another cultural and social background notonly intensify the obstacles to proper comprehension but alsolimit opportunity for practical application of this sort of linguis-tic input in the social milieu where the learners live. Therefore,how to cope with literary works in language learning and whatsort of linguistic input that can effectively stimulate the develop-ment of learners’ L2 acquisition in their own social environmentneed to be explored.
