词汇语境线索的分析

理解书面语篇必须依靠从语篇推导出来的认知语境。理解语篇的信息内容离不开词汇,当字面理解受阻时,则需要词汇语境线索。以解决歧义、表面搭配不当、词义空泛、词的临时组合和新词的意义等,也有助于翻译和教学。     

Young Children, Questions and Nonfiction Books

This article discusses the use of nonfiction as a powerful antecedent for success in the types of reading required later on in the intermediate grades. Recent trends in informational (nonfiction) books, values of bringing together young children, and informational books and criteria for selecting high quality informational books are identified. Several question types are highlighted and incorporated into three strategies for bringing together young children, informational books, and questions. Also, a bibliography of high quality informational books is provided.     

浅谈如何提高英语阅读能力

阅读在英语学习中的作用十分重要。要通过解决词汇、语法结构、文化知识几个问题来达到提高学生阅读能力的目的。     

A Comparison of Multiple-Strategy Methods: Effects on Fourth-Grade Students’ General and Content-Specific Reading Comprehension and Vocabulary Development

Abstract

In this study, we compared the effects of two experimental multiple-strategy approaches (content-area comprehension and vocabulary) to typical fourth-grade social studies instructional practices. An 18-week, cluster-randomized study was conducted to estimate effects measured by normative-referenced reading comprehension and vocabulary measures and researcher- and district-developed measures of social studies vocabulary and content. Forty-eight teachers and their respective 903 students from 15 schools were randomly assigned by school to one of three conditions: content vocabulary, content reading comprehension, or typical practice. Experimental teachers participated in 6 professional development sessions over 21 weeks. Structural equation modeling results indicated reliable differences favoring both experimental conditions over typical practice on the social studies content measure and substantively important effects on content and standardized vocabulary measures. Students in the vocabulary intervention also outperformed typical practice peers on the curriculum-based vocabulary assessment. Effects of the comprehension and vocabulary conditions were comparable except for the significant effect of vocabulary on the curriculum-based vocabulary measure. Effect sizes for teaching quality on the standardized comprehension measure ranged from d = .26 to .32; however, these effects were not statistically significant.     

Vocabulary and text comprehension levels: what should be considered in assessments?

Abstract

Text comprehension comprises processes that work interactively to create a situation model of a text. Three hundred and one students from 12 Estonian schools were assessed to examine the relations between vocabulary and different text comprehension levels and to detect students’ individual profiles in these skills. Both variable- and person-oriented approaches were used to analyse overall patterns in the data as well as to make inferences regarding students’ individual differences. Vocabulary was found to have the strongest influence on inferential and literal comprehension, whereas evaluative comprehension was slightly less related to vocabulary. Person-oriented approaches revealed different patterns in students’ vocabulary and comprehension skills. Individual differences in vocabulary and comprehension levels emphasise the need to assess students’ comprehension with multidimensional tests aimed at determining the shortcomings in comprehension components and tracking students’ developmental changes.     

Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students

Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension. A comparison group (n=31) received basal activities including listening to and reading stories. Results support teaching text structure concepts to beginning readers. At post-test, the intervention group demonstrated significantly higher listening comprehension, but not free recall, than the comparison group. Persistent group differences were found for reading comprehension. Intervention group students demonstrated superior comprehension in relation to all story elements and more frequently displayed metalinguistic awareness of text structure by labeling and giving examples of story structure concepts.     

英语词汇知识广度与阅读能力的相关性

本项研究就高职院校三年级学生的词汇知识广度及其与阅读能力的相关性进行了统计分析。结果表明,88％的学生的词汇知识广度平均为1472个,离启动词汇3000的标准相差甚远,该样本的词汇知识广度和阅读能力存在正相关关系。给我们的教学启示是,高职院校学生具有二语习得失败的典型特征,值得深入探讨。     

英语教学中阅读技能的培养

在英语教学中，学生阅读能力的提高是一个关键的问题，而速度、理解和词汇是阅读技能的三个基本要素。抓住这三个要素进行训练，对于提高学生的阅读能力有着非常重要的作用。教师在教学中，使这三种基本要素联系得越紧密，教学的综合效果就越好。     

基于词汇的英语专业阅读教学模式研究

英语专业阅读教学还存在对语篇衔接不紧密、断章取义等问题,本文基于词汇这一元素,分以词汇为主导的任务型阅读模式、以词汇为杠杆的顺序式阅读模式和以词汇为根基的背景知识串联引导模式三个方面,探讨了英语专业阅读教学的模式,为提高英语专业阅读教学效果提供理论基础。     

谈谈英语阅读中的词汇问题

从词汇量与阅读、教法对词汇能力的提高、词汇习得及运用三方面论述了英语阅读与词汇知识之间的关系     

浅谈如何提高学生的英语阅读理解能力

提高英语阅读理解能力,必须掌握足够的词汇量和正确的阅读技巧和方法。本文从词汇、理解技巧及阅读方法三个方面阐述了提高英语阅读理解能力的方法。     

词汇知识与阅读理解的相关性研究

采用具有高效度与信度的测试工具对长春两所高校74名英语专业的大二学生进行了词汇知识和阅读理解测试,以此探索词汇知识与阅读理解的相关性。结果表明,词汇广度与阅读理解存在显著的正相关关系;词汇深度与阅读理解的相关性较为显著;词汇广度与阅读理解的相关性大于词汇深度与阅读理解的相关性。     

工作记忆和语篇的阅读理解

工作记忆是指长时记忆中被激活的部分,它在语篇阅读理解中具有重要的作用。长时工作记忆的特点就是信息可以在长时记忆中快速、可靠地存取。用长时工作记忆理论,可以重新解释阅读理解中的误入歧途效应、扇形效应等心理现象。     

浅谈英语阅读理解能力的培养

通过分析当前大学英语阅读教学中的一些问题,指出其原因主要是传统的课文分析法和缺乏阅读技巧,进而提出改进的方法是用交际教学法代替传统的课文分析法,并着重从词汇、段落、篇章几方面提出了培养阅读技巧的重要性。