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阅读研究
相关语句
  reading research
     English Reading and Teaching Reading Research
     英语阅读与教学阅读研究
短句来源
     Individuation Reading Research on the Chinese Teaching of High School
     高中语文教学个性化阅读研究
短句来源
     In the current reading research, the importance of metacognition has been broadly approved by many reading researches.
     在当前的阅读研究中,元认知在阅读理解过程的重要作用已得到大量阅读研究的证实和阅读理论家的普遍认可。
短句来源
     The Reading Research of Chicago School
     芝加哥学派的阅读研究
短句来源
     This paper aims to enrich the effective reading research , help teachers find the effective reading method, improve the teaching of reading comprehension, and help students master the reading method as well, in the hope of improving both teaching and learning to solve the practical problems in reading teaching.
     本文希望通过这次研究,能够丰富阅读研究的理论,帮助教师掌握有效的阅读教学方法,改进阅读理解教学,而学生也可以掌握有效的阅读方法,使“教”和“学”两方面都得到改善,解决阅读教学实践问题。
短句来源
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  “阅读研究”译为未确定词的双语例句
     For content of study, it has converted from study of schematic features to study of situational model.
     文本阅读研究内容由最初的对图式表征研究发展到当前对情境模型的研究
短句来源
     A Study on the Value of the Computer in Assisting Infant Early Reading
     计算机辅助下的幼儿早期阅读研究
短句来源
     Technique Models and New Views of Studies of Text Reading
     文本阅读研究的技术模型和新观点
短句来源
     A Review on the Methods of Discourse Reading
     语篇阅读研究方法综述
短句来源
     Information integration is the current focus of reading study. Although there are some common views,there exist such controversial theories as the constructivist theory,the minimalist hypothesis and the memory-based text processing view.
     文本阅读中的信息整合研究是当前文本阅读研究的热点问题,在这一问题上,虽然当前研究已经达成了一些基本共识,但仍然存在着建构主义理论、最低限度假设和记忆基础文本加工理论这三种理论争议。
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  相似匹配句对
     Research on English Reading Course
     英语阅读教学研究
短句来源
     English Reading Research:A Historical Overview
     英语阅读研究概述
短句来源
     The expression of E.
     研究了E.
短句来源
     Research
     研究
短句来源
     READING
     阅读
短句来源
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  reading research
Early German approaches to experimental reading research: The contributions of Wilhelm Wundt and Ernst Meumann
      
His review of experimental reading research presents most of the basic issues which are still controversial today.
      
A historical approach to students reading research papers about aspartate transcarbamoylase (ATCase) is described.
      
The role of decoding in reading research and instruction
      
This paper introduces the special issue on decoding by discussing the role of decoding in the framework of reading research and current instructional issues.
      
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Teachers of foreign language and linguists have shown interesting in the subjects of studying foreign language reading for long time.The article concerns about some theories of foreign language reading studied by the linguists in America and British in the past ten years.It not only explains the characteristics of each theory.The function of each theory,but also tells some reading skills.

外语阅读研究是从事外语教学的教师以及语言学者长期感兴趣的课题。作者介绍了近十几年来英美学者对外语阅读研究的主要理论,阐述了各个理论的特点、发展以及它们间的相互作用,同时也简介了一些阅读技巧。

In L1 reading research, it has been widely acknowledged that generating on-line causal inferences contributes significantly to the construction of a coherent mental representation of the text. But in L2 reading studies, opinions differ. Some researchers believe that L2 reading process is entirely different from that of L1, and L2 readers generally do not generate on-line causal inferences but concentrate on lower level processing, while others believe that L2 readers also generate causal inferences during text...

In L1 reading research, it has been widely acknowledged that generating on-line causal inferences contributes significantly to the construction of a coherent mental representation of the text. But in L2 reading studies, opinions differ. Some researchers believe that L2 reading process is entirely different from that of L1, and L2 readers generally do not generate on-line causal inferences but concentrate on lower level processing, while others believe that L2 readers also generate causal inferences during text processing to construct their mental representation of the text. On-line causal inferences refer to those inferences that the reader generates during text processing for the purpose of establishing the logical relations between the propositions in the text for the purpose of maintaining local and global coherence of the mental representation of the text. Among all the inferences identified in this study, four types of backward inferences are causal ones: connecting inferences, bridging inferences, anaphoric inferences and elaborating inferences. Causal inferences are the ones that are most likely to be generated on line and are critical to reading comprehension and recall. In order to test whether L2 readers at the intermediate and advanced level generate on-line causal inferences, whether these inferences are contributive to their recall, and whether language and text structure affect their inference generation and text recall, an experiment was conducted on 64 first-year and third-year college students in China, using the think-aloud and written recall methods. In the statistical analysis, it was found that the L2 readers in the study generated many causal inferences and that such inferences correlated highly to, and had significant effect on, the subjects?written recall scores. It was also found that L2-Advanced subjects generated significantly more causal inferences and got significantly higher scores in written recall than the L2-Intermediate subjects. Further qualitative analyses confirmed the importance of causal inferences to reading comprehension and exposed the difference between the L2-Advanced and L2-Intermediate subjects in dealing with the short-circuit phenomenon and in their sensitivity to text structure. The paper, while acknowledging the importance of language competence and structural knowledge in L2 text processing at large, concludes that L2 reading process is fundamentally similar to L1 reading process if the text is of moderate language difficulty, smooth structure and familiar topic.

第一语言阅读研究发现在线关联推论对阅读理解起着十分重要的作用,但在第二语言阅读研究中,对关联推论的研究十分有限,而且对第二语言读者的阅读认知模式也存在分歧。本文通过对中国大学生阅读英语论述文的分析,指出达到中高级语言水平的学生,在阅读语言难度中等,结构基本顺畅,主题熟悉的英语论述文时,会根据文章结构做出必要的在线关联推论,建立起命题之间的逻辑关系,并以此来组织自己的思维表征。文章同时也指出语言能力和结构知识的确是影响第二语言阅读的重要因素。

Reading comprehension is a very complicated cognitive process. In L1 reading research, three major types of text processing strategies were discovered: top-down, bottom-up and integrative. It has been universally recognized that the integrative strategy is the best one. It was also found that age is an important factor that affects the reader抯 text processing strategies. In L2 reading research, however, opinions differed. Some scholars believed that L2 reading strategies were fundamentally similar to L1 reading...

Reading comprehension is a very complicated cognitive process. In L1 reading research, three major types of text processing strategies were discovered: top-down, bottom-up and integrative. It has been universally recognized that the integrative strategy is the best one. It was also found that age is an important factor that affects the reader抯 text processing strategies. In L2 reading research, however, opinions differed. Some scholars believed that L2 reading strategies were fundamentally similar to L1 reading strategies. But some scholars believed that L2 text processing strategies were fundamentally bottom-up. Block (1986) and Horiba (1996) conducted a study of L2 text processing strategies respectively, and came up with contradictory conclusions. In order to test the conclusions drawn by Block and Horiba, the author conducted a study of L2 text processing strategies. 64 Chinese university students at two proficiency levels participated in the study. They performed the think-aloud task when reading an English expository text. Upon finishing reading and performing the think-aloud task, all the subjects were required to write down what they remembered of the text in details. Upon analyzing the processing activities of the subjects, four predominant processing strategies were discovered: integrators, passive followers, subjective processors and passive processors. ANOVA analysis showed that different text processing strategies had significant effects on the scores of written recall. Sheffé抯 test showed that the integrators were much better than the subjective processors and the passive processors in their written recall but not significantly different from the passive followers. A Chi-square test was conducted to find out the effects of language proficiency and text structure on the reader抯 text processing strategies, and it was found that language proficiency had significant effects on the passive processors but not the other types, while text structure had significant effects on the integrators and subjective processors but not the other types. The results not only showed that L2 text processing strategies were similar to L1 text processing strategies, they also revealed that the integrative strategy was the best one in L2 reading. The results were not only consistent to those in L1 reading research but also confirmed the findings by Block. Besides, the results showed that the structural strategy suggested by Meyer (1984) was an effective strategy in expository text processing, as it enabled the passive followers to build up their mental representation of the text by following the macro-structure of the text. The results also suggested that with the improvement of proficiency in the target language, L2 learners tended to transfer their L1 text processing strategies to L2 reading. What is more important is the finding of the effects of text structure on the integrators and subjective processors. It implies that L2 readers may adopt different strategies in dealing with texts of different cohesiveness. In general, the study confirms Koda抯 (1987) assumption that 揾uman cognitive processes are fundamentally the same?and points out the importance of text processing strategies in L2 reading.

篇章处理模式是影响阅读理解的一个重要因素。第一语言阅读研究发现三种不同的篇章处理模式,并对影响读者篇章处理模式的因素进行了分析。但在二语阅读研究中,对读者的篇章处理模式存在争议。为了检验二语读者的篇章处理模式,作者对64名中国大学生进行了一项有声思维实验,发现了四种不同的篇章处理模式,并分析了语言水平和文章结构对这四种篇章处理模式的影响,得出综合处理模式是最有效的阅读理解模式的结论,同时提出随着二语读者英语水平的提高,他们会更积极地思维,并根据文章结构调整自己的阅读策略的意见。

 
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