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

A descriptive study of reading strat...

Cheng, Chin-Kuei.

Linked to FindBook

Google Book

Amazon

博客來

A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China./
Author:	Cheng, Chin-Kuei.
Description:	318 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3391.
Contained By:	Dissertation Abstracts International59-09A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9905441
ISBN:	9780599029316

A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China.
Cheng, Chin-Kuei.

A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China. - 318 p.

Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3391.

Thesis (Ph.D.)--University of Kansas, 1998.

The purpose of this study was to describe and explain the types of reading strategies used by native speakers of Chinese from Taiwan as they read texts in English. Three research questions were addressed in this study: (1) What reading strategies are used by Chinese ESL students from Taiwan when they read an English text? (2) How have sociocultural factors, particularly educational factors, contributed to the development of their reading strategies? (3) What other factors have also influenced the development of their reading strategies? Ten Taiwanese students enrolled at the University of Kansas participated in this study. The data were collected through questionnaires, think-aloud procedures, and interviews.

ISBN: 9780599029316Subjects--Topical Terms:

2122756
Reading instruction.

A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China.
LDR:03083nmm a2200301 4500 001 2067196
005 20160226101819.5
008 170521s1998 ||||||||||||||||| ||eng d
020 $a 9780599029316
035 $a (MiAaPQ)AAI9905441
035 $a AAI9905441
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cheng, Chin-Kuei. $3 3182040
245 1 2 $a A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China.
300 $a 318 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3391.
500 $a Adviser: Paul Markham.
502 $a Thesis (Ph.D.)--University of Kansas, 1998.
520 $a The purpose of this study was to describe and explain the types of reading strategies used by native speakers of Chinese from Taiwan as they read texts in English. Three research questions were addressed in this study: (1) What reading strategies are used by Chinese ESL students from Taiwan when they read an English text? (2) How have sociocultural factors, particularly educational factors, contributed to the development of their reading strategies? (3) What other factors have also influenced the development of their reading strategies? Ten Taiwanese students enrolled at the University of Kansas participated in this study. The data were collected through questionnaires, think-aloud procedures, and interviews.
520 $a The major findings of the study were: (1) Although the participants shared the same language and cultural background, they exhibited different reading approaches when reading; texts in English. More specifically, there were two distinctive patterns of strategy use. One group of readers, the "nonintegrators," tended to use local, bottom-up types of strategies. The other group of readers, the "integrators," tended to rely more on general or top-down types of strategies. (2) The English-learning experiences of these participants suggested that the sociocultural factors in a learning context influence the aims or the reading purposes of the learners and consequently the strategies used to achieve those purposes. These participants generally went through three learning stages. In each of the learning stages, they read English for different purposes and thus used different strategies accordingly. (3) In addition to sociocultural factors, there were other factors which might have also influenced the development of the participants' reading strategies. These factors included personality, exposure to strategy training, language proficiency, reading interests, and academic majors. Based on these findings, the researcher concluded that as language teachers, we must not simply teach linguistic knowledge. Rather, we should train students how to use the second language as a tool to achieve individual learning purposes.
590 $a School code: 0099.
650 4 $a Reading instruction. $3 2122756
650 4 $a Language arts. $3 532624
650 4 $a Higher education. $3 641065
690 $a 0535
690 $a 0279
690 $a 0745
710 2 $a University of Kansas. $3 626626
773 0 $t Dissertation Abstracts International $g 59-09A.
790 $a 0099
791 $a Ph.D.
792 $a 1998
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9905441