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Strategies, approaches to learning, ...

Queen's University (Canada).

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Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension./
作者:	Zhang, Hui.
面頁冊數:	97 p.
附註:	Adviser: John Kirby.
Contained By:	Masters Abstracts International43-05.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ99670
ISBN:	9780612996700

Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.
Zhang, Hui.

Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension. - 97 p.

Adviser: John Kirby.

Thesis (M.Ed.)--Queen's University (Canada), 2004.

The purpose of this study was to investigate the relative contributions of cognitive and metacognitive strategies, deep and surface approaches, grammar, and vocabulary to English as a Foreign Language (EFL) reading performance, and the interrelationships among these variables. The secondary purpose was to validate some previous models in the literature.

ISBN: 9780612996700Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.
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245 1 0 $a Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.
300 $a 97 p.
500 $a Adviser: John Kirby.
500 $a Source: Masters Abstracts International, Volume: 43-05, page: 1488.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2004.
520 $a The purpose of this study was to investigate the relative contributions of cognitive and metacognitive strategies, deep and surface approaches, grammar, and vocabulary to English as a Foreign Language (EFL) reading performance, and the interrelationships among these variables. The secondary purpose was to validate some previous models in the literature.
520 $a Participants were 435 first-year students at an urban university in Beijing, China, who completed the approaches to learning questionnaire, the cognitive and metacognitive strategies questionnaire, a vocabulary test, and two grammar and reading tests. Exploratory factor analysis resulted in two new constructs: metacognitive awareness and test taking strategies. Results are not consistent with strategy use theory, and suggest that the causal directions in his model may be reversed: instead of grammar being a consequence of strategies, it may be that grammar and other basic language skills constrain strategy use. The implications for practice are that basic skills need to be strengthened in addition to (or before) attempting to strengthen cognitive and metacognitive strategies. (Abstract shortened by UMI.)
590 $a School code: 0283.
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650 4 $a Education, Reading. $3 1017790
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710 2 $a Queen's University (Canada). $3 1017786
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