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題名 | The Comprehension Strategies Training in Improving L2 Reading Comprehension=認知策略訓練對提升第二外語閱讀能力之探討 |
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作 者 | 吳若己; | 書刊名 | 國立高雄海院學報 |
卷期 | 16 2001.12[民90.12] |
頁次 | 頁151-163 |
分類號 | 805.1 |
關鍵詞 | 認知策略; 第一語言; 第二語言; 認字能力; Comprehension strategy; L1; L2; Decoding; |
語文 | 英文(English) |
中文摘要 | 有許多研究已經證實認知策略訓練對提升閱讀文章的能力有所幫助。但是這不 能保證對英語為第二外語的學生有同樣的助益。L1學生和L2學生所面對的問題十 分不同。L2學生主要關切的是認字能力的發展。L2讀者比L1的讀者更受限於文 章內容的字義。也就是說,他們較注重語言的表面結構。而一直要到對語言有較純 熟運用時,他們才能自然而然地使用認知技巧。也因此,L2讀者常不能有效運用 認知策略訓練來做較高層次的閱讀。 所以,當我們想要運用認知策略訓練來提升L2的閱讀能力時,我們必須同時 結合基本的”由下到上”的認字能力策略訓練來做教學上的配合。 |
英文摘要 | The previous studies showed that comprehension strategies training had effects on improving L1 reading comprehension. But this cannot guarantee that L2 students also have this benefit. The problems faced by L1 and L2 students are quite different. Typically, the primary concern of second language students is the development of decoding strategies. L2 readers tend to be more linguistically bound to the text than are L1 readers. That is, they are more attentive to the surface structure of the language, and because their word recognition skills do not seem to automated until advanced levels of study, they are often not able to allocate efficient cognitive resources to carry out high-level interpretive processes effectively. As a result, when we want to apply the comprehension strategies training to improve L2 reading comprehension, we must also integrate `bottom up' basic decoding strategies with them. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。