Chinese L1 schoolchildren reading in English: The effects of rhetorical patterns

Chinese L1 schoolchildren reading in English: The effects of rhetorical patterns

• Sharp, Alastair English Dept., Lingnan University

Reading in a Foreign Language, 14(2), 2002

Meena Singhal & John I. Liontas

2002

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學
• G 課程與教學:個別教學範疇
  • GB 英文
    • GBE 寫作之教學方法與效果
• C 教學心理學
  • CE 思想過程、記憶及解難
• F 教與學
  • FA 一般教學方法、各種施教方法

Classroom Techniques Cloze Procedure English (Second Language) Foreign Countries Measures (Individuals) Reading Comprehension Reading Instruction Recall (Psychology) Second Language Instruction Second Language Learning Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育

• View Full Text 全文連結

Reading comprehension can be seen as a process dependent on the interaction of 'topdown' and 'bottom-up' processes. An important, but neglected, feature of this process concerns the effects of rhetorical organization. This article describes an experiment in which four rhetorically different texts, with identical subject matter, were read by 490 Hong Kong Chinese school children (mean age 14.1), studying in English (their L2). Comprehension was measured by a cloze procedure and by recall protocols. One way ANOVA was used to investigate the effects of different texts on the test scores. The results showed a clear difference in comprehension between the text types and suggest that pedagogical support to increase awareness of rhetorical patterns would be beneficial.
[Copyright of Reading in a Foreign Language is the property of Meena Singhal & John I. Liontas.
Access via Directory of Open Access Journals: http://nflrc.hawaii.edu/rfl/]

• 英文

期刊論文

• 02642425

https://bibliography.lib.eduhk.hk/tc/bibs/6f00f88a

2010-11-24