摘要:

Research in second language reading has shown relationships among reading comprehension, reading strategies, and metacognitive awareness of reading strategies (Block, 1986; Barnett, 1988; Carrell, 1989, Carrell, Pharis,&Liberto, 1989). Moreover, research with native speakers of English has shown differences in speakers’ awareness of particular expository text structures (comparison/contrast, description, causation, and problem/solution) and their recall of texts written in those structures (Richgels, McGee, Lomax,&Sheard, 1987). Whereas previous research in ESL has examined the effects of differences in rhetorical structure on learners’ recall of English narrative (Carrell, 1984a) and expository text (Carrell, 1984b, 1985), this ESL research has not investigated differences between learners’ awareness of particular text structures and their recall of texts written in those structures. Nor has the ESL research contrasted different measures of structure awareness. The study reported in this paper was designed to investigate these relationships in EFL/ESL reading.Forty‐five high‐intermediate proficiency ESL students produced written recalls of both comparison/contrast and collection of description texts. In addition, two different measures of awareness were included: (1)useof organization in written recall, and (2)recognitionof organization in response to a probe question. Results showed that there were no differences in levels of awareness, regardless of how it was measured, due to differences in text structure, nor were there any differences in the quantity of information recalled between text structures. However, there were differences in the quality of information recalled as a function of text structure. Finally, in terms of relationships between awareness and recall, subjects whousedthe structure of the reading passages to organize written recalls showed superior recall both quantitatively and qual

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00698.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Native Chinese Mandarin speakers spoke and aurally identified monosyllables that included oral and nasal stops. These consonants represented English/Mandarin contrasts and noncontrasts in syllable‐initial/‐final positions. Error frequencies for four syllable position/contrast conditions were compared to determine if they were rank ordered according to the hierarchy derived from Anderson's (1987) test of the Markedness Differential Hypothesis. Neither production nor identification errors were ranked in the predicted order. The presence of nasal as opposed to oral stop consonants in the syllables appeared to be the most significant factor affecting error distribution. The findings suggest that the error predictions for initial/final segments can be neutralized by the requirements of producing and perceiving particular speech sou

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00699.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Field independence/dependence (FI/D) has been hypothesized to be an important variable in second‐language acquisition (SLA); however, interpretations of empirical research on the role of FI/D vary. This paper establishes the significance of FI/D‐SLA research by reexamining the construct of FI/D and its measurement and clarifying its role in language testing and good language‐learner the

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00700.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Previous studies of transfer have dealt with its effects on either speaking or writing, whereas the effects on reading and listening have been neglected. In this paper, transfer is examined in relation to the different demands that the four language modalities make on the learner.The main differences between L2 comprehension and L2 production concern the roles played by context and by potential knowledge. Transfer in comprehension is overt transfer, in which some cross‐linguistic similarity has been perceived between L2 input and existing or potential L1‐based knowledge, and which has an overwhelmingly facilitative effect on learning. In production, on the other hand, there is also covert transfer, in which L1‐based forms and procedures are used in the absence of appropriate L2‐based forms or procedures. This means that the relative strength of the positive versus the negative effects of transfer are much more difficult to assess in production. However, because comprehension normally precedes production, transfer in comprehension is at least as important as is transfer in pro

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00701.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Book Reviewed in this article:More Than Meets the Eye: Foreign Language Reading Theory in Practice.Marva A. Barnett.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00702.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00703.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00704.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb00705.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY