论文阅读和评价Paper.pptVIP

论文阅读与评价 Paper 2 文秋芳 中国外语教育研究中心 2008年7月  By Carol A. Fraser Topics to be covered Research questions Variables Justification of the current study Research questions Q1:Is there a difference in reading rate (L1 vs. L2) for each of the five tasks? If so, the same across all the tasks? Q2:Is there a difference (L1 vs. L2) in task performance on the scanning, skimming, learning and memorizing tasks? Q3:Are there group differences (Canada group vs. China group)? Variables Moderator variable—L2 proficiency Examine the impact of L2 proficiency on L2 reading rate and task performance, The listening scores of CELT used as a covariate Variables Reading rate reflecting reading fluency: an important issue for many ESOL students. Justifications A considerable gap in L1/L2 reading rates for the majority of L2 readers Difficult to interpret the extent and significance of the observed L1/L2 reading rate gap Little research done on the nature of the reading performance behavior among L2 learners Justifications Little research done on the relationship between the reading rates and reading performance Previous studies on reading rate confining to one task type Some related terms Reading fluency Hierarchy of five tasks Reading fluency “The ability to read text rapidly, smoothly, effortlessly and automatically with little attention to the mechanics of reading such as decoding” (Meyer, 1999, p. 284). Research design Participants Measures Procedures Data collection Questions Participants Native speakers of Mandarin Chinese Learning English as an L2 14+27 45 Much greater variability within the Canada Group than the China Group Measures CELT: Form A, listening portion 10 short expository texts from TOEFL Various measures used to match the difficulty level of the passages Microsoft word 2000 –counts, average, readability statistics Perf