外语学习策略 优差学生英语猜词策略探究PDF格式文档图书下载

Chapter1 Key research questions and factors to be investigated 1

1.1 Definition of Word Attack Strategies(WASs) 1

1.2 Key research questions for the study 1

1.3 Factors to be investigated-A preview 1

1.4 A bird s-eye view of the remaining chapters 3

Chapter 2 Rationale of the present Study:A review of some representative theories of second language learning 5

2.1 An overview 5

2.2 Theory of language learning:A psycho-cognitive perspective 7

2.3 Vocabulary learning (VL)-A contextualized perspective 9

2.4 L2 learning process:An information-processing approach 12

2.5 L2 reading process:A cross-linguistic perspective 15

2.6 Aspects of L2 learning in which factors to be investigated Belong 26

Chapter3 Review of the related research literature of language learning strategies 28

3.1 Study of WAS as one of the Language Learning Strategies(LLSs) 28

3.2 Role of WASs in Vocabulary Learning(VL) 28

3.3 Role of WASs in reading 30

3.4 WASs and the reading context 31

3.5 Strategy transfer and training 33

3.6 Characteristics of good/poor L2 learners 35

3.7 Summary:the importance of effective meaning-guessing strategies that make use of context for word attack 39

4.1 Proposed approach to the study of WASs 40

Chapter4 Theoretical framework:A proposed approach to WAS study,research questions and research hypotheses 40

4.2 Factors affecting WAS use 43

4.3 Research questions 50

4.4 Research hypotheses 54

Chaptert5 Research design,instrumentation,and data collection 57

5.1 Pre-experiment typology of WASs 57

5.2 Subjects 57

5.3 Experiments 59

5.4 Pretests 62

5.5 Procedures 63

5.6 Statistics tools for data analysis 64

Chapter6 Results for the subjects effective use of WASs in terms of guessing scores 65

6.1 Measurement for guessing scores 65

6.2 Results for the effect of group learner differences upon guessing effectiveness 67

6.3 Results for the effect of task variation upon guessing effectiveness 70

6.4 Results for the effect of time upon guessing performance 74

6.5 Summary and comparison of the results 76

Chapter7 Results for the Subjects use of WAS types 78

7.1 Results for the Subjects use of WASs in terms of WAS types 78

7.2 Results for group learner difference in WAS type distribution 85

7.3 Results for task variance in WAS type distribution 85

7.4 Results for instrumental influence on WAS type distribution 89

7.5 Summary and comparison of the results 92

Chapter8 Results for the Subjects use of WASs in terms of effective and ineffective clues 94

8.1 Measurement for analysis of WASs-RW(Right/Wrong clue)scale 94

8.2 Results for group learner variance in right/wrong clue choice 95

8.3 Results for task variance in right/wrong clue choice 98

8.4 Results for the influence of the instrumental variable upon good/poor learner differences in right/wrong clue choice 99

8.5 Summary and comparison of the results 103

Chapter9 Results for the subjects choice of clues in relation to their guessing scores 104

9.1 Measurement for analysis of clue-choice in relation to guessing scores 104

9.2 Results for group learner variance in choice of cRNW 105

9.3 Relationship between cRNW and guessing scores 107

9.4 Differences between good and Poor students in terms of their guessing scores in relation to their clue choice 110

9.5 Language task variation in the subjects choice of cRNW and in the cRNW/guessing relationship 114

9.6 Summary of the results 118

Chapter10 Results for the subjects group characteristics in practice,exposure,attitude and guessing habits 120

10.1 Measurement for survey analysis 120

10.2 Group characteristics in L2:Good students vs.Poor students 121

10.3 Group characteristics in L1:Good students vs.Poor students 125

10.4 Gomparison of group characteristics:L2 vs.L1 129

10.5 Relationship between guessing habits in textbook reading and guessing habits in non-textbook reading 132

10.6 L2 and L1 variance in guessing habits,reading purposes and attitude 134

10.7 Relationship between survey items and clue choice 150

10.8 Relationship between survey items and guessing scores 154

10.9 Summary and comparison of the results 158

Chapter11 Interpretation of the results-Answer to the 4 key research questions 164

11.1 Similarities:All subjects L2 WAS use vs. their L1 WAS use 164

11.2 Good/poor learner differences in L2 WAS use 165

11.3 Factors related to good/poor learner differences in L2 WAS use 167

Chapter12 Conclusions,implications and recommendations 176

12.1 Conclusions 176

12.2 Limitations and recommendations 182

Appendix Ⅰ. Experiment Sheets(Experiment Version) 183

Appendixes 183

Appendix Ⅱ. Experiment Sheets(Non-experiment Version in English) 192

Appendix Ⅲ. Warming-up Exercises(Experiment Version) 203

Appendix Ⅳ. General WAS Type Distribution 204

Appendix Ⅴa. General WAS Type Distribution:L2 Tasks 204

Appendix Ⅴb. General WAS Type Distribution:L1 Tasks 205

Appendix Ⅴc. General WAS Type Distribution:Overall Tasks(L2+L1) 205

Appendix Ⅵ. General WAS Type Distribution(Weighted) 206

Appendix Ⅶ. General WAS Type Distribution(Weighted,Think-aloud Tasks Only) 206

References 207

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