中國學(xué)生專業(yè)英語閱讀策略研究

內(nèi)容概要

程立(Li CHENG)，加拿大英屬哥倫比亞大學(xué)英語語言與教學(xué)專業(yè)博士。曾就職于英屬哥倫比亞大學(xué)，2005年為中山大學(xué)“百人計劃”引進人才，現(xiàn)任中山大學(xué)翻譯學(xué)院副教授、碩士生導(dǎo)師、副院長。主要研究方向：第二語言習(xí)得、跨文化交際和語言與文化對比。曾主編《英漢文化比較辭典》，并發(fā)表學(xué)術(shù)論文若干篇。

書籍目錄

List of TablesList of FiguresChapter 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 DissertationChapter 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  SummaryChapter 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  SummaryChapter 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  SummaryChapter 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 Factors5.2  SummaryChapter 6  Final Remarks and Conclusions  6.0  Overview  6.1  Findings of the Study  6.2  Instructional Implications  6.3  Implications for Future ResearchBibliographyAppendices: 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 ConventionsAppendix F: Reading Strategies in the Participants' Think-aloud ProtocolsAppendix G: Chinese EFL Learners' Metacognitive Knowledge of  Academic Reading: A Socio-cuhural Perspective(An Academic Article Used for the Research)

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　　本著作《中國學(xué)生專業(yè)英語閱讀策略研究》集理論闡述、實踐應(yīng)用和實證研究為一體，主要以Bernhardt的社會認(rèn)知閱讀模式為理論基礎(chǔ)，以中國學(xué)生為研究對象，從社會、文化和認(rèn)知的角度來探討中國學(xué)生閱讀的性質(zhì)和規(guī)律。本書在一定程度上豐富了有關(guān)第二語言閱讀的理論研究，有助于讀者了解第二語言閱讀的性質(zhì)和規(guī)律以及當(dāng)今國際上對第二語言閱讀的研究概貌和發(fā)展趨勢。

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