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Reading in a Foreign Language最新文献

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Can text be too friendly? 短信会不会太过友好?
IF 2
Reading in a Foreign Language Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560405.v1
Saranya Nagabhand
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引用次数: 7
Graded Readers and Vocabulary 分级阅读和词汇
IF 2
Reading in a Foreign Language Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560366
P. Nation, K. W. Ming-Tzu
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引用次数: 286
What vocabulary size is needed toread unsimplified texts for pleasure? 阅读未简化的文本以获得乐趣需要多大的词汇量?
IF 2
Reading in a Foreign Language Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560417.v1
D. Hirsh, P. Nation
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引用次数: 459
Unknown vocabulary density and reading comprehension 未知词汇密度与阅读理解
IF 2
Reading in a Foreign Language Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560354
M. Hu, P. Nation
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引用次数: 830
The role of vocabulary breadth and depth in IELTS academic reading tests 词汇广度和深度在雅思学术阅读考试中的作用
IF 2
Reading in a Foreign Language Pub Date : 2020-04-15 DOI: 10.17863/CAM.51399
Chen Chen, Yongcan Liu
{"title":"The role of vocabulary breadth and depth in IELTS academic reading tests","authors":"Chen Chen, Yongcan Liu","doi":"10.17863/CAM.51399","DOIUrl":"https://doi.org/10.17863/CAM.51399","url":null,"abstract":"This study explored the role of vocabulary breadth and depth in second language learners’ performance in IELTS academic reading tests in China. Sixty-two Chinese learners of English as a foreign language completed a vocabulary size test, a vocabulary depth test, and an IELTS reading test. Results showed that vocabulary breadth and depth both correlated significantly with IELTS reading test scores. With regard to different IELTS question types, vocabulary breadth correlated significantly with True/False/Not Given questions, whereas vocabulary depth correlated more significantly with Multiple Choice, Matching Headings, and Sentence Completion tasks. Results of a multiple regression model indicated the increase of vocabulary size needed to improve certain IELTS band scores. This study has theoretical implications for broadening the conceptualisation of vocabulary depth, as well as pedagogical implications for supporting students’ second language reading development.","PeriodicalId":46040,"journal":{"name":"Reading in a Foreign Language","volume":"13 1","pages":"1-27"},"PeriodicalIF":2.0,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79891304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Principles guiding vocabulary learning through extensive reading 通过泛读学习词汇的原则
IF 2
Reading in a Foreign Language Pub Date : 2015-04-01 DOI: 10.26686/wgtn.12543404.v1
P. Nation
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引用次数: 129
How much input do you need to learn the most frequent 9,000 words? 你需要多少输入来学习最常用的9000个单词?
IF 2
Reading in a Foreign Language Pub Date : 2014-10-01 DOI: 10.26686/wgtn.12543437.v1
P. Nation
{"title":"How much input do you need to learn the most frequent 9,000 words?","authors":"P. Nation","doi":"10.26686/wgtn.12543437.v1","DOIUrl":"https://doi.org/10.26686/wgtn.12543437.v1","url":null,"abstract":"This study looks at how much input is needed to gain enough repetition of the 1st 9,000 words of English for learning to occur. It uses corpora of various sizes and composition to see how many tokens of input would be needed to gain at least twelve repetitions and to meet most of the words at eight of the nine 1000 word family levels. Corpus sizes of just under 200,000 tokens and 3 million tokens provide an average of at least 12 repetitions at the 2nd 1,000 word level and the 9th 1,000 word level respectively. In terms of novels, this equates to two to twenty-five novels (at 120,000 tokens per novel). Allowing for learning rates of around 1,000 word families a year, these are manageable amounts of input. Freely available \"Mid-frequency Readers\" have been created to provide the suitable kind of input needed.","PeriodicalId":46040,"journal":{"name":"Reading in a Foreign Language","volume":"13 1","pages":"1-16"},"PeriodicalIF":2.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80461240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 81
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use 中国高中英语学生的元认知意识与阅读策略的运用
Reading in a Foreign Language Pub Date : 2009-04-01 DOI: 10.64152/10125/66635
Lawrence Jun Zhang, Aijiao Wu
{"title":"Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use","authors":"Lawrence Jun Zhang, Aijiao Wu","doi":"10.64152/10125/66635","DOIUrl":"https://doi.org/10.64152/10125/66635","url":null,"abstract":"This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Chinese senior high school students who are learning English as a foreign language (EFL). A total of 270 students responded to a 28-item survey of reading strategies (SORS). The strategies were classified into 3 categories: global, problem-solving, and support. The results showed that the students reported using the 3 categories of strategies at a high-frequency level. Both the main effect for strategies and the main effect for learners’ proficiency were significant. The high-proficiency group outperformed the intermediate group and the low-proficiency group in 2 categories of reading strategies: global and problem-solving; but no statistically significant difference was found among the 3 proficiency groups in using support strategies. Pedagogical implications of these findings are discussed in relation to the changing Chinese society.","PeriodicalId":46040,"journal":{"name":"Reading in a Foreign Language","volume":"21 1","pages":"37-59"},"PeriodicalIF":0.0,"publicationDate":"2009-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://scholarspace.manoa.hawaii.edu/bitstreams/345a3896-d0d2-4892-b960-3a87a151089a/download","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147914092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 128
English L2 reading 英语第二语言阅读
IF 2
Reading in a Foreign Language Pub Date : 2002-01-01 DOI: 10.4324/9781315886121
J. Tindale
{"title":"English L2 reading","authors":"J. Tindale","doi":"10.4324/9781315886121","DOIUrl":"https://doi.org/10.4324/9781315886121","url":null,"abstract":"","PeriodicalId":46040,"journal":{"name":"Reading in a Foreign Language","volume":"45 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73955039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
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