東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The effects of topic familiarity and...

Chang-Chow, Cecilia.

Linked to FindBook

Google Book

Amazon

博客來

The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language./
Author:	Chang-Chow, Cecilia.
Description:	215 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4146.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3152678
ISBN:	0496132113

The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language.
Chang-Chow, Cecilia.

The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language. - 215 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4146.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2004.

Based on the constructionist theory, reading is viewed as a meaning-constructing process where the reader interacts with the text by simultaneously using information from a variety of sources to construct a multi-level representation of the text. These sources include the text, one's background knowledge of the content and about the world, and the pragmatic context of the message such as the author, reader, setting, and the purpose of the exchange. The resulting representations have become known as situation models.

ISBN: 0496132113Subjects--Topical Terms:

1017790
Education, Reading.

The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language.
LDR:03066nmm 2200337 4500 001 1840477
005 20050721104651.5
008 130614s2004 eng d
020 $a 0496132113
035 $a (UnM)AAI3152678
035 $a AAI3152678
040 $a UnM $c UnM
100 1 $a Chang-Chow, Cecilia. $3 1928813
245 1 4 $a The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language.
300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4146.
500 $a Director: Jerri Willett.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2004.
520 $a Based on the constructionist theory, reading is viewed as a meaning-constructing process where the reader interacts with the text by simultaneously using information from a variety of sources to construct a multi-level representation of the text. These sources include the text, one's background knowledge of the content and about the world, and the pragmatic context of the message such as the author, reader, setting, and the purpose of the exchange. The resulting representations have become known as situation models.
520 $a To construct a coherent situation model, the reader needs to develop a strong textbase, as well as to integrate the information he/she reads with information stored in his/her memory while monitoring the comprehension process closely so as to achieve comprehension.
520 $a This study is designed to investigate how readers of Chinese as a foreign language (CFL) construct situation models under four conditions: topic familiar/language easy, topic familiar/language difficult, topic unfamiliar/language easy, topic unfamiliar/language difficult. Forty CFL readers at the third-year level served as the subjects of this study. They were randomly assigned to read in one of the conditions. They read one passage in Chinese, stopped periodically during reading to report their thoughts, and afterwards wrote down everything they remembered without referring back to the passage. The reading sessions were tape recorded, transcribed, and coded for analysis. Recall protocols were also scored as measurements of their reading performance.
520 $a Results showed that while the on-line reading activities were mostly restricted to local level processing, a characteristic predicted by the linguistic threshold theory, the recall protocols showed a facilitative effect of topic familiarity, corroborating with earlier findings from both first (L1) and second (L2) language reading research studies adopting the schema theory.
520 $a Based on the findings, future research is identified and teaching implications are also recommended.
590 $a School code: 0118.
650 4 $a Education, Reading. $3 1017790
650 4 $a Language, General. $3 1018089
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0535
690 $a 0679
690 $a 0279
710 2 0 $a University of Massachusetts Amherst. $3 1019433
773 0 $t Dissertation Abstracts International $g 65-11A.
790 1 0 $a Willett, Jerri, $e advisor
790 $a 0118
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3152678