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Effects of previewing and providing ...

Chen, Hsiu-chieh Sophia.

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Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories./
作者:	Chen, Hsiu-chieh Sophia.
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2104.
Contained By:	Dissertation Abstracts International54-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9331896

Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories.
Chen, Hsiu-chieh Sophia.

Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories. - 223 p.

Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2104.

Thesis (Ph.D.)--University of Minnesota, 1993.

This study investigated the effects of previewing and providing background knowledge for American short stories containing uniquely American cultural content on Taiwanese college students' comprehension and attitudes.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories.
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245 1 0 $a Effects of previewing and providing background knowledge on Taiwanese college students' comprehension of American short stories.
300 $a 223 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2104.
500 $a Advisers: Michael F. Graves; Helen Jorstad.
502 $a Thesis (Ph.D.)--University of Minnesota, 1993.
520 $a This study investigated the effects of previewing and providing background knowledge for American short stories containing uniquely American cultural content on Taiwanese college students' comprehension and attitudes.
520 $a A sample of 243 students was randomly assigned to three experimental groups and one control group, with each group consisting of approximately 30 high achievement and 30 low achievement students. The experimental groups received one of three treatments: previewing, providing background knowledge, or both; the control group received no treatment. Each student read two stories and completed pretests, short-answer and multiple-choice comprehension posttests, and an attitude survey.
520 $a The study employed a 4 treatment (previewing, providing background knowledge, combined, control) x 2 achievement (high, low) x 2 story ("The Gift of the Magi," "The Boys' Ambition") design with repeated measures on the last factor. The dependent variables used to access students' comprehension were scores on short-answer and multiple-choice posttests, and those used to access students' attitudes toward prereading assistance were semantic differential items and an open-ended question.
520 $a The scores on short-answer and multiple-choice posttests were analyzed using a three-way repeated measures ANOVA and the Newman-Keuls procedure for posthoc tests. Students' responses to the semantic differential attitude items were tallied and presented in percentage, and their responses to the open-ended attitude question were analyzed using a content analysis procedure.
520 $a The results on the measures of comprehension were straightforward and make a strong argument for using certain prereading activities with Taiwanese college students in the freshman English reading classroom. The basic question in this study was how previewing, providing background knowledge, previewing and providing background knowledge, and providing no prereading instruction affected students' comprehension of short selections. The posttests means were in favor of the experimental groups, especially of the previewing and combined groups. The students' responses to the attitude surveys provided further support for the treatments. Students generally responded positively to all experimental treatments. Implications of the findings for the second language reading classroom are suggested.
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773 0 $t Dissertation Abstracts International $g 54-06A.
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790 1 0 $a Jorstad, Helen, $e advisor
790 $a 0130
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9331896