東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The effects of formal schemata on th...

Cheng, Yanling.

Linked to FindBook

Google Book

Amazon

博客來

The effects of formal schemata on the reading comprehension of English expository texts by Chinese students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of formal schemata on the reading comprehension of English expository texts by Chinese students./
Author:	Cheng, Yanling.
Description:	104 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-06, Section: A, page: 2068.
Contained By:	Dissertation Abstracts International62-06A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3019250
ISBN:	9780493299365

The effects of formal schemata on the reading comprehension of English expository texts by Chinese students.
Cheng, Yanling.

The effects of formal schemata on the reading comprehension of English expository texts by Chinese students. - 104 p.

Source: Dissertation Abstracts International, Volume: 62-06, Section: A, page: 2068.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2000.

This item must not be sold to any third party vendors.

Reading is considered an important language skill among Mainland Chinese readers. However, many students have not reached fluency level in reading after four years' s study in college. Many Chinese students are currently studying in US colleges and universities and they have problems dealing with the heavy load of academic reading. In order to improve the students' reading ability, this study investigated the effects of formal schemata on the reading comprehension of English expository texts by Chinese students.

ISBN: 9780493299365Subjects--Topical Terms:

2122756
Reading instruction.

The effects of formal schemata on the reading comprehension of English expository texts by Chinese students.
LDR:03504nmm a2200337 4500 001 2060069
005 20150917133418.5
008 170521s2000 ||||||||||||||||| ||eng d
020 $a 9780493299365
035 $a (MiAaPQ)AAI3019250
035 $a AAI3019250
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cheng, Yanling. $3 3174221
245 1 4 $a The effects of formal schemata on the reading comprehension of English expository texts by Chinese students.
300 $a 104 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-06, Section: A, page: 2068.
500 $a Major Professor: Lawrence G. Erickson.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2000.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Reading is considered an important language skill among Mainland Chinese readers. However, many students have not reached fluency level in reading after four years' s study in college. Many Chinese students are currently studying in US colleges and universities and they have problems dealing with the heavy load of academic reading. In order to improve the students' reading ability, this study investigated the effects of formal schemata on the reading comprehension of English expository texts by Chinese students.
520 $a Twenty-nine native speakers of Chinese, who were graduate students studying at Southern Illinois University Carbondale, read and recalled expository texts with two different types of top-level structures: collection of description and problem/solution. To measure the effects of formal schemata as a factor on comprehension, sentence orders in some passages were scrambled. The analysis of the recall protocols for the Chinese students used a repeated design. The two repeated factors were text structure and text order, each with two levels. Each subject was repeatedly measured under all four conditions.
520 $a Results indicated that subjects recalled more idea units from the original passages than from the scrambled ones with both top-level structures. However, there was no statistically significant difference in comprehension and recall of texts between the problem/solution and the collection of descriptions top-level structure. In addition, results also showed that there was a statistically significant difference of effect of text structure on comprehension between those who were aware of text structure and those who were not. Subjects who were aware of text structure recalled significantly more of the normal passages than the scrambled ones, whereas no difference was found in recall between the normal and the scrambled for students who were unaware of text structure, indicating that awareness of text structure rather than memory factor enhanced recall.
520 $a A post interview was conducted with each of the participants immediately after the completion of the written recall. The qualitative data also demonstrated the importance of text structure knowledge in facilitating comprehension and recall.
520 $a The results of this study imply that text structure should be explicitly taught to improve Chinese ESL/EFL students' reading comprehension.
590 $a School code: 0209.
650 4 $a Reading instruction. $3 2122756
690 $a 0535
710 2 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertation Abstracts International $g 62-06A.
790 $a 0209
791 $a Ph.D.
792 $a 2000
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3019250