關鍵字查詢 | 類別:期刊論文 | | 關鍵字:Phonological Awareness

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序號 學年期 教師動態
1 104/1 英文系 薛玉政 副教授 期刊論文 發佈 Determinants of Reading Comprehension in EFL University Learners , [104-1] :Determinants of Reading Comprehension in EFL University Learners期刊論文Determinants of Reading Comprehension in EFL University Learners決定台灣大學生英語閱讀成功的要素Yu-cheng Sieh; 薛玉政EFL;university learners;vocabulary knowledge;syntactic processing;phonological awareness;學習英語為外語;大學學習者;字彙;語法處理;音韻覺識關渡通識學刊 11, p.87-115The present study examined the relationships between English reading comprehension and its component constructs-phonological processing, semantic knowledge, syntactic processing, and reading rates-among university learners. A total of 54 university students who had taken TOEIC were recmited from a private university in northern Taiwan. With regard to the components, phonological processing was measured by phonological awareness and rapid digit naming, semantic knowledge by a vocabulary size test, and syntactic processing by an online grammaticality task where accuracy and reading rates were simultaneously recorded. Pearson's correlations show that all the experimental measures were correlate
2 105/1 英文系 薛玉政 副教授 期刊論文 發佈 Vocabulary Size, Phonological Awareness, and Reading Comprehension , [105-1] :Vocabulary Size, Phonological Awareness, and Reading Comprehension期刊論文Vocabulary Size, Phonological Awareness, and Reading ComprehensionYu-cheng Sieh; 薛玉政university learners;Chinese-L1;low reading ability;phonological awarenessStudies in English Language Teaching 4(3), p.299-313The present study aimed to explore the relationship among vocabulary size, Phonological Awareness (PA), and reading comprehension in English learners with low proficiency in Taiwan’s higher education. Forty-one university students who had taken the Test of English for International Communication (TOEIC) were recruited, 30 of whom were at a proficiency level much lower than B1 Threshold of the Common European Framework of Reference (CEFR) for Languages. Three PA subtests and a vocabulary size test were administered to all participants individually. Pearson’s correlations show that their TOEIC reading scores were correlated with the four measures when all 41 participants were included; however, among the 30
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