L2 reading is not only an important channel for people to obtain information and knowledge,but also the main way for people to learn a foreign language.Reading information processing can be divided into controlled pro...L2 reading is not only an important channel for people to obtain information and knowledge,but also the main way for people to learn a foreign language.Reading information processing can be divided into controlled processing and automatic processing.Controlled information processing is a conscious and resource-intensive processing model,while automatic information processing is an unconscious and automatic processing model.This study investigates the characteristics and interactivity of controlled and automatic information processing in L2 reading,and explores the roles of controlled and automatic information processing strategies in improving L2 reading ability.The findings are as follows:(a)controlled and automatic information processing is interactive in L2 reading;and(b)the uses of controlled and automatic information processing strategies are beneficial to the improvement of the reading ability of L2 learners.This study has important theoretical and practical value in improving the efficiency of L2 reading teaching and learning.展开更多
This paper takes college students as research subjects to investigate the factors affecting L2 Reading ability and their regulation strategies through scale surveys.The findings are as follows:(1)Linguistic factors ha...This paper takes college students as research subjects to investigate the factors affecting L2 Reading ability and their regulation strategies through scale surveys.The findings are as follows:(1)Linguistic factors have significant impacts on L2 Reading ability,and the influence of non-linguistic factors,such as non-intellectual factors and cultural background knowledge,is also important;and(2)flexible use of reading regulation strategies according to the learning conditions(such as the information extraction strategy,the metacognitive reading regulation strategy,and the interactive reading strategy)can effectively improve learners’L2 Reading ability.The findings of this study have important theoretical and practical value for improving L2 learners’Reading ability.展开更多
This paper aims to investigate the effects of two components of test method facets — text type and test type on L2 reading comprehension test performance. The subjects are 30 non-English-major freshmen who were rando...This paper aims to investigate the effects of two components of test method facets — text type and test type on L2 reading comprehension test performance. The subjects are 30 non-English-major freshmen who were randomly chosen from among 150 candidates. It was found that: 1) the subjects perform significantly better in summary writing task for the narrative text than the expository one of the same difficulty level while in multiple-choice task the difference between performances for two text types is not significant; 2) for the same narrative text, summary writing task tends to elicit significantly better general test performance than the multiple-choice one while for the same expository text, there is no significant difference between the test performances elicited by the two tasks; 3)scores in the summary writing tasks for both texts are more widely distributed than those in the multiple choice ones.展开更多
This study investigates how English morphological awareness contributes to reading comprehension in beginner Chinese EFL learners.The research examines both derivational and compounding morphological awareness at mult...This study investigates how English morphological awareness contributes to reading comprehension in beginner Chinese EFL learners.The research examines both derivational and compounding morphological awareness at multiple levels(identification,discrimination,and manipulation)on English reading comprehension and explores whether their contributions are mediated by vocabulary knowledge.Data were collected from 71 Grade 9 students using various morphological awareness tasks,a vocabulary test,and a reading comprehension assessment.Mixed-effects regression and mediation analyses revealed that all components of morphological awareness,except derivational identification,significantly contributed to reading comprehension.Derivational manipulation was found to have both direct and indirect effects on reading comprehension,partially mediated by vocabulary knowledge.In contrast,compounding awareness influenced reading comprehension primarily through its effect on vocabulary.These findings provide a more nuanced understanding of how different facets of morphological awareness impact reading comprehension in EFL contexts,offering valuable insights for vocabulary and reading instruction.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
Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary...Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary breadth and syntactic knowledge in the prediction of Chinese EFL learners＇ reading comprehension test performance and whether the relative significance is moderated by the learners＇ different L2 proficiency. An experiment including three tests was carried out with 68 sophomores in Anhui Medical University. The findings show that： 1） there is a positive linear correlation between the learners＇ performance on a reading comprehension test and their vocabulary breadth and syntactic knowledge, with the multiple r being 0.551; 2） syntactic knowledge outperforms vocabulary breadth in predictive power and emerges as the stronger predictor of reading comprehension test performance; and the relative significance of syntactic knowledge over vocabulary breadth in the prediction of reading comprehension does not change with the EFL learners＇ L2 proficiency. The findings of this study provide implications for both reading instruction and remediation of learners＇ reading problems.展开更多
文摘L2 reading is not only an important channel for people to obtain information and knowledge,but also the main way for people to learn a foreign language.Reading information processing can be divided into controlled processing and automatic processing.Controlled information processing is a conscious and resource-intensive processing model,while automatic information processing is an unconscious and automatic processing model.This study investigates the characteristics and interactivity of controlled and automatic information processing in L2 reading,and explores the roles of controlled and automatic information processing strategies in improving L2 reading ability.The findings are as follows:(a)controlled and automatic information processing is interactive in L2 reading;and(b)the uses of controlled and automatic information processing strategies are beneficial to the improvement of the reading ability of L2 learners.This study has important theoretical and practical value in improving the efficiency of L2 reading teaching and learning.
基金funded by the Social Sciences Annual Research Project of Shanghai“A Study on the Interactive Processing Mechanism of English L2 Text Reading”(Grant No.2021BYY008).
文摘This paper takes college students as research subjects to investigate the factors affecting L2 Reading ability and their regulation strategies through scale surveys.The findings are as follows:(1)Linguistic factors have significant impacts on L2 Reading ability,and the influence of non-linguistic factors,such as non-intellectual factors and cultural background knowledge,is also important;and(2)flexible use of reading regulation strategies according to the learning conditions(such as the information extraction strategy,the metacognitive reading regulation strategy,and the interactive reading strategy)can effectively improve learners’L2 Reading ability.The findings of this study have important theoretical and practical value for improving L2 learners’Reading ability.
文摘This paper aims to investigate the effects of two components of test method facets — text type and test type on L2 reading comprehension test performance. The subjects are 30 non-English-major freshmen who were randomly chosen from among 150 candidates. It was found that: 1) the subjects perform significantly better in summary writing task for the narrative text than the expository one of the same difficulty level while in multiple-choice task the difference between performances for two text types is not significant; 2) for the same narrative text, summary writing task tends to elicit significantly better general test performance than the multiple-choice one while for the same expository text, there is no significant difference between the test performances elicited by the two tasks; 3)scores in the summary writing tasks for both texts are more widely distributed than those in the multiple choice ones.
文摘This study investigates how English morphological awareness contributes to reading comprehension in beginner Chinese EFL learners.The research examines both derivational and compounding morphological awareness at multiple levels(identification,discrimination,and manipulation)on English reading comprehension and explores whether their contributions are mediated by vocabulary knowledge.Data were collected from 71 Grade 9 students using various morphological awareness tasks,a vocabulary test,and a reading comprehension assessment.Mixed-effects regression and mediation analyses revealed that all components of morphological awareness,except derivational identification,significantly contributed to reading comprehension.Derivational manipulation was found to have both direct and indirect effects on reading comprehension,partially mediated by vocabulary knowledge.In contrast,compounding awareness influenced reading comprehension primarily through its effect on vocabulary.These findings provide a more nuanced understanding of how different facets of morphological awareness impact reading comprehension in EFL contexts,offering valuable insights for vocabulary and reading instruction.
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Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary breadth and syntactic knowledge in the prediction of Chinese EFL learners＇ reading comprehension test performance and whether the relative significance is moderated by the learners＇ different L2 proficiency. An experiment including three tests was carried out with 68 sophomores in Anhui Medical University. The findings show that： 1） there is a positive linear correlation between the learners＇ performance on a reading comprehension test and their vocabulary breadth and syntactic knowledge, with the multiple r being 0.551; 2） syntactic knowledge outperforms vocabulary breadth in predictive power and emerges as the stronger predictor of reading comprehension test performance; and the relative significance of syntactic knowledge over vocabulary breadth in the prediction of reading comprehension does not change with the EFL learners＇ L2 proficiency. The findings of this study provide implications for both reading instruction and remediation of learners＇ reading problems.
