语言驱动的文本格式设计可提高英语语言学习者和英语一年级学生的阅读理解能力

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jack Dempsey, Kiel Christianson, Julie A. Van Dyke
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引用次数: 0

摘要

尽管文本在语法复杂程度和可读性方面存在很大差异,但典型的印刷格式并不提供有关文本语言特点的信息。对于语言知识薄弱的人,如英语学习者来说,复杂的文本尤其具有挑战性。本文研究了一种被称为 "语言驱动文本格式"(LDTF)的文本格式的实用性,这种格式提供了语法结构的视觉提示,可在阅读过程中提供即时语言支持。我们评估了成年英语学习者在接触这种新格式(也称为级联格式)两课时后的阅读理解能力。参与者的主要语言是普通话和韩语,这两种语言的句法结构与英语有很大不同。90 名参与者(30 名以英语为母语,30 名以普通话为母语,30 名以韩语为母语)被随机分配到传统格式或 LDTF 格式中,并在同一周内分两次阅读六个英语段落。理解能力通过探究句子理解和整体文本属性的问题进行评估。受试者还完成了托福考试评估,评估结果以 LDTF 或传统格式呈现。贝叶斯分析表明,与对照组学员相比,级联格式提高了所有语言组和经验水平学员的句子理解能力。但对托福考试(TOEFL)的影响却没有观察到,托福考试考察的是推理能力和元语言能力。句法知识在阅读理解中起着根本性的作用,而 LDTF 似乎可以通过提供视觉线索来帮助理解,这种视觉线索可以在意义建构时使用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s

Linguistically-driven text formatting improves reading comprehension for ELLs and EL1s

Typical print formatting provides no information regarding the linguistic features of a text, although texts vary considerably with respect to grammatical complexity and readability. Complex texts may be particularly challenging for individuals with weak language knowledge, such as English language learners. This paper investigates the usefulness of a text format referred to as Linguistically-Driven Text Formatting (LDTF), which provides visual cues to grammatical structure for in-the-moment language support during reading. We assessed reading comprehension in adult English Language Learners after a two-session exposure to the new format (also called Cascade Format). Participants’ primary languages were Mandarin and Korean, which have substantially different syntactic structures from English. Ninety participants (30 L1 English, 30 L1 Mandarin, 30 L1 Korean) were randomly assigned to either the traditional or the LDTF format and read six English passages across two sessions within the same week. Comprehension was assessed via questions that probe sentence comprehension and global text properties. Participants also completed a TOEFL assessment, presented in either LDTF or traditional format. Bayesian analyses showed that the Cascade Format improved sentence comprehension relative to control participants for all language groups and experience levels. Effects on the TOEFL assessment, which taps inferencing and meta-linguistic skills, were not observed. Syntactic knowledge plays a fundamental role in reading comprehension, and LDTF appears to support comprehension by providing visual cues to this knowledge that can be used at the very moment of meaning construction.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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