東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Lexical and grammatical knowledge in...

Mecartty, Frances Hortensia.

FindBook

Google Book

Amazon

博客來

Lexical and grammatical knowledge in second language reading and listening comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Lexical and grammatical knowledge in second language reading and listening comprehension./
作者:	Mecartty, Frances Hortensia.
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2814.
Contained By:	Dissertation Abstracts International55-09A.
標題:	Language, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9503269

Lexical and grammatical knowledge in second language reading and listening comprehension.
Mecartty, Frances Hortensia.

Lexical and grammatical knowledge in second language reading and listening comprehension. - 158 p.

Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2814.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1994.

This item must not be sold to any third party vendors.

The relationship between learners' knowledge of linguistic factors and comprehension are investigated in this study. Two research questions are addressed: (1) what is the relationship of lexical and grammatical knowledge to foreign language comprehension? and (2) do lexical and grammatical knowledge play the same or different roles for reading vs. listening comprehension?Subjects--Topical Terms:

1018098
Language, Modern.

Lexical and grammatical knowledge in second language reading and listening comprehension.
LDR:03280nmm a2200325 4500 001 2057921
005 20150622091145.5
008 170521s1994 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9503269
035 $a AAI9503269
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mecartty, Frances Hortensia. $3 3171817
245 1 0 $a Lexical and grammatical knowledge in second language reading and listening comprehension.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2814.
500 $a Adviser: James Lee.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1994.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The relationship between learners' knowledge of linguistic factors and comprehension are investigated in this study. Two research questions are addressed: (1) what is the relationship of lexical and grammatical knowledge to foreign language comprehension? and (2) do lexical and grammatical knowledge play the same or different roles for reading vs. listening comprehension?
520 $a One hundred and fifty-four subjects in their final semester of basic Spanish language study participated in the study. In order to investigate the relationship of lexical knowledge on language comprehension subjects performed two assessment tasks: (a) a word-meaning association task and (b) an antonym task. To investigate the relationship of grammatical knowledge on language comprehension subjects performed two assessment tasks: (a) a grammaticality judgement task and (b) a sentence completion multiple choice task. Comprehension was assessed through multiple choice questions on main ideas and supporting ideas of two expository passages. Subjects completed either the listening or reading comprehension task but not both. Seventy-seven subjects completed the listening comprehension and an equal number completed the reading comprehension test.
520 $a The results showed significant correlations between lexical and grammatical knowledge with reading comprehension. However, only lexical knowledge was significantly correlated to listening comprehension. Grammatical knowledge was not significantly correlated with listening comprehension. When entered into the regression model lexical knowledge, accounted for the total percentage of variance (29%), in reading comprehension. Grammatical knowledge was non-significant. In listening comprehension lexical knowledge accounted for 12% of the variance in listening while grammatical knowledge was non-significant. These results suggests both similarities and differences between reading and listening comprehension.
520 $a It is suggested that: (a) lexical development be fostered in the classroom; (b) the teaching of comprehension be approached from a holistic perspective; and (c) instruction in listening should be an integral part of the classroom independent of instruction in reading.
590 $a School code: 0090.
650 4 $a Language, Modern. $3 1018098
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0291
690 $a 0279
710 2 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 55-09A.
790 $a 0090
791 $a Ph.D.
792 $a 1994
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9503269