外语学习策略 优差学生英语猜词策略探究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

外语学习策略 优差学生英语猜词策略探究PDF格式电子书版下载

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Chapter1 Key research questions and factors to be investigated1

1.1 Definition of Word Attack Strategies(WASs)1

1.2 Key research questions for the study1

1.3 Factors to be investigated-A preview1

1.4 A bird s-eye view of the remaining chapters3

Chapter 2 Rationale of the present Study:A review of some representative theories of second language learning5

2.1 An overview5

2.2 Theory of language learning:A psycho-cognitive perspective7

2.3 Vocabulary learning (VL)-A contextualized perspective9

2.4 L2 learning process:An information-processing approach12

2.5 L2 reading process:A cross-linguistic perspective15

2.6 Aspects of L2 learning in which factors to be investigated Belong26

Chapter3 Review of the related research literature of language learning strategies28

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 reading30

3.4 WASs and the reading context31

3.5 Strategy transfer and training33

3.6 Characteristics of good/poor L2 learners35

3.7 Summary:the importance of effective meaning-guessing strategies that make use of context for word attack39

4.1 Proposed approach to the study of WASs40

Chapter4 Theoretical framework:A proposed approach to WAS study,research questions and research hypotheses40

4.2 Factors affecting WAS use43

4.3 Research questions50

4.4 Research hypotheses54

Chaptert5 Research design,instrumentation,and data collection57

5.1 Pre-experiment typology of WASs57

5.2 Subjects57

5.3 Experiments59

5.4 Pretests62

5.5 Procedures63

5.6 Statistics tools for data analysis64

Chapter6 Results for the subjects effective use of WASs in terms of guessing scores65

6.1 Measurement for guessing scores65

6.2 Results for the effect of group learner differences upon guessing effectiveness67

6.3 Results for the effect of task variation upon guessing effectiveness70

6.4 Results for the effect of time upon guessing performance74

6.5 Summary and comparison of the results76

Chapter7 Results for the Subjects use of WAS types78

7.1 Results for the Subjects use of WASs in terms of WAS types78

7.2 Results for group learner difference in WAS type distribution85

7.3 Results for task variance in WAS type distribution85

7.4 Results for instrumental influence on WAS type distribution89

7.5 Summary and comparison of the results92

Chapter8 Results for the Subjects use of WASs in terms of effective and ineffective clues94

8.1 Measurement for analysis of WASs-RW(Right/Wrong clue)scale94

8.2 Results for group learner variance in right/wrong clue choice95

8.3 Results for task variance in right/wrong clue choice98

8.4 Results for the influence of the instrumental variable upon good/poor learner differences in right/wrong clue choice99

8.5 Summary and comparison of the results103

Chapter9 Results for the subjects choice of clues in relation to their guessing scores104

9.1 Measurement for analysis of clue-choice in relation to guessing scores104

9.2 Results for group learner variance in choice of cRNW105

9.3 Relationship between cRNW and guessing scores107

9.4 Differences between good and Poor students in terms of their guessing scores in relation to their clue choice110

9.5 Language task variation in the subjects choice of cRNW and in the cRNW/guessing relationship114

9.6 Summary of the results118

Chapter10 Results for the subjects group characteristics in practice,exposure,attitude and guessing habits120

10.1 Measurement for survey analysis120

10.2 Group characteristics in L2:Good students vs.Poor students121

10.3 Group characteristics in L1:Good students vs.Poor students125

10.4 Gomparison of group characteristics:L2 vs.L1129

10.5 Relationship between guessing habits in textbook reading and guessing habits in non-textbook reading132

10.6 L2 and L1 variance in guessing habits,reading purposes and attitude134

10.7 Relationship between survey items and clue choice150

10.8 Relationship between survey items and guessing scores154

10.9 Summary and comparison of the results158

Chapter11 Interpretation of the results-Answer to the 4 key research questions164

11.1 Similarities:All subjects L2 WAS use vs. their L1 WAS use164

11.2 Good/poor learner differences in L2 WAS use165

11.3 Factors related to good/poor learner differences in L2 WAS use167

Chapter12 Conclusions,implications and recommendations176

12.1 Conclusions176

12.2 Limitations and recommendations182

Appendix Ⅰ. Experiment Sheets(Experiment Version)183

Appendixes183

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

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

Appendix Ⅳ. General WAS Type Distribution204

Appendix Ⅴa. General WAS Type Distribution:L2 Tasks204

Appendix Ⅴb. General WAS Type Distribution:L1 Tasks205

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

References207