A7 中国学生专业英语阅读策略研究(B1)
出版时间:
2010-02
版次:
1
ISBN:
9787306035028
定价:
24.00
装帧:
平装
开本:
大32开
纸张:
胶版纸
页数:
244页
字数:
210千字
2人买过
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程立(Li CHENG)，加拿大英属哥伦比亚大学英语语言与教学专业博士。曾就职于英属哥伦比亚大学，2005年为中山大学“百人计划”引进人才，现任中山大学翻译学院副教授、硕士生导师、副院长。主要研究方向：第二语言习得、跨文化交际和语言与文化对比。曾主编《英汉文化比较辞典》，并发表学术论文若干篇。 List of Tables
List of Figures
Chapter 1 Introduction
1.0 Introduction
1.1 The Problem
1.2 Purpose of the Present Study
1.3 Significance of the Present Study
1.4 Definition of Terms
1.5 Overview of the Dissertation
Chapter 2 Review of the Literature: Reading Process and Reading Strategies
2.0 Overview
2.1 Theoretical Framework
2.2 Research on L2 Reading Strategies
2.2.1 Metaeognition in L2 Reading
2.2.2 Orthographic Influence on L2 Reading
2.2.3 Social/Cuhural Factors
2.2.4 Competent vs.Less Competent Reading
2.2.5 Reading Strategies Transfer
2.3 Taxonomy of Reading Strategies
2.4 Summary
Chapter 3 Methods and Procedures
3.0 Overview
3.1 Data Collection Approaches Employed in 1.2 Reading Research
3.2 Thinking Aloud and Other Verbal Reports in Reading Research
3.3 Using Think-aloud Method to Investigate Reading Comprehension
3.3.1 Historical Background
3.3.2 Theoretical Underpinnings of Thinking Aloud
3.4 Research Site
3.5 Participants
3.6 Data Collection Procedures
3.6.1 Reading Comprehension Tests
3.6.2 Think-aloud Sessions
3.6.3 Reading Strategy Questionnaire and Group Interview
3.7 Data Analysis Techniques
3.8 Summary
Chapter 4 Analysis and Identification of Reading Strategies: Five Cases
4.0 Overview
4.1 Individual Cases
4.1.1 Profile 1: Xin
4.1.1.1 Language Learning Background
4.1.1.2 Reading Style and Strategy Use
4.1.1.3 Summary of Xin
4.1.2 Profile 2: Jian
4.1.2.1 Language Learning Background
4.1.2.2 Reading Style and Strategy Use
4.1.2.3 Summary of Jian
4.1.3 Profile3: Guo
4.1.3.1 Language Learning Background
4.1.3.2 Reading Style and Strategy Use
4.1.3.3 Summary of Guo
4.1.4 Profile 4 : Rang
4.1.4.1 Language Learning Background
4.1.4.2 Reading Style and Strategy Use
4.1.4.3 Summary of Rong
4.1.5 Profile5: Shun
4.1.5.1 Language Learning Background
4.1.5.2 Reading Style and Strategy Use
4.1.5.3 Summary of Shun
4.2 Summary
Chapter 5 Socio-eognitive Discussion Towards a More Unified View of Academic
Reading Strategies
5.0 Overview
5.1 Academic Reading Strategies: Cross-case Analysis and Summary
5.1.1 Similarities between L1 and L2 Reading
5.1.2 Differences between L1 and L2 Reading
5.1.3 Most Frequently Used Reading Strategies
5.1.4 Social and Affective Reading Strategies
5.1.4.1 Working Cooperatively and Competing
5.1.4.2 Being Interested/Motivated
5.1.5 Interaction of Multiple Factors
5.2 Summary
Chapter 6 Final Remarks and Conclusions
6.0 Overview
6.1 Findings of the Study
6.2 Instructional Implications
6.3 Implications for Future Research
Bibliography
Appendices: Research Tools/Documents/Materials
Appendix A: Guidelines for Learning logs
Appendix B: Cloze Tests
Appendix C: Reading Comprehension Tests
Appendix D: Reading Strategies Questionnaire
Appendix E: Transcription Conventions
Appendix F: Reading Strategies in the Participants' Think-aloud Protocols
Appendix G: Chinese EFL Learners' Metacognitive Knowledge of
Academic Reading: A Socio-cuhural Perspective(An Academic Article Used for the Research)
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内容简介:
程立(Li CHENG)，加拿大英属哥伦比亚大学英语语言与教学专业博士。曾就职于英属哥伦比亚大学，2005年为中山大学“百人计划”引进人才，现任中山大学翻译学院副教授、硕士生导师、副院长。主要研究方向：第二语言习得、跨文化交际和语言与文化对比。曾主编《英汉文化比较辞典》，并发表学术论文若干篇。
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目录:
List of Tables
List of Figures
Chapter 1 Introduction
1.0 Introduction
1.1 The Problem
1.2 Purpose of the Present Study
1.3 Significance of the Present Study
1.4 Definition of Terms
1.5 Overview of the Dissertation
Chapter 2 Review of the Literature: Reading Process and Reading Strategies
2.0 Overview
2.1 Theoretical Framework
2.2 Research on L2 Reading Strategies
2.2.1 Metaeognition in L2 Reading
2.2.2 Orthographic Influence on L2 Reading
2.2.3 Social/Cuhural Factors
2.2.4 Competent vs.Less Competent Reading
2.2.5 Reading Strategies Transfer
2.3 Taxonomy of Reading Strategies
2.4 Summary
Chapter 3 Methods and Procedures
3.0 Overview
3.1 Data Collection Approaches Employed in 1.2 Reading Research
3.2 Thinking Aloud and Other Verbal Reports in Reading Research
3.3 Using Think-aloud Method to Investigate Reading Comprehension
3.3.1 Historical Background
3.3.2 Theoretical Underpinnings of Thinking Aloud
3.4 Research Site
3.5 Participants
3.6 Data Collection Procedures
3.6.1 Reading Comprehension Tests
3.6.2 Think-aloud Sessions
3.6.3 Reading Strategy Questionnaire and Group Interview
3.7 Data Analysis Techniques
3.8 Summary
Chapter 4 Analysis and Identification of Reading Strategies: Five Cases
4.0 Overview
4.1 Individual Cases
4.1.1 Profile 1: Xin
4.1.1.1 Language Learning Background
4.1.1.2 Reading Style and Strategy Use
4.1.1.3 Summary of Xin
4.1.2 Profile 2: Jian
4.1.2.1 Language Learning Background
4.1.2.2 Reading Style and Strategy Use
4.1.2.3 Summary of Jian
4.1.3 Profile3: Guo
4.1.3.1 Language Learning Background
4.1.3.2 Reading Style and Strategy Use
4.1.3.3 Summary of Guo
4.1.4 Profile 4 : Rang
4.1.4.1 Language Learning Background
4.1.4.2 Reading Style and Strategy Use
4.1.4.3 Summary of Rong
4.1.5 Profile5: Shun
4.1.5.1 Language Learning Background
4.1.5.2 Reading Style and Strategy Use
4.1.5.3 Summary of Shun
4.2 Summary
Chapter 5 Socio-eognitive Discussion Towards a More Unified View of Academic
Reading Strategies
5.0 Overview
5.1 Academic Reading Strategies: Cross-case Analysis and Summary
5.1.1 Similarities between L1 and L2 Reading
5.1.2 Differences between L1 and L2 Reading
5.1.3 Most Frequently Used Reading Strategies
5.1.4 Social and Affective Reading Strategies
5.1.4.1 Working Cooperatively and Competing
5.1.4.2 Being Interested/Motivated
5.1.5 Interaction of Multiple Factors
5.2 Summary
Chapter 6 Final Remarks and Conclusions
6.0 Overview
6.1 Findings of the Study
6.2 Instructional Implications
6.3 Implications for Future Research
Bibliography
Appendices: Research Tools/Documents/Materials
Appendix A: Guidelines for Learning logs
Appendix B: Cloze Tests
Appendix C: Reading Comprehension Tests
Appendix D: Reading Strategies Questionnaire
Appendix E: Transcription Conventions
Appendix F: Reading Strategies in the Participants' Think-aloud Protocols
Appendix G: Chinese EFL Learners' Metacognitive Knowledge of
Academic Reading: A Socio-cuhural Perspective(An Academic Article Used for the Research)
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