Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension.
Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension.
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一般知识与第二语言 (L2) 知识在 L2 阅读理解中的作用。
DOI：
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发表时间：
2011
期刊：
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通讯作者：
Alysia D. Roehrig
中科院分区：
文献类型：
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作者：
Ying Guo;Alysia D. Roehrig
我们研究了阅读策略的元认知意识、英语句法意识以及英语词汇知识在中国大学生（n = 278）英语阅读理解中的作用。结果表明，一个通用阅读知识因素（英语阅读过程中运用的元认知意识）和一个第二语言（L2）特定知识因素（包括词汇知识和句法意识）的双因素模型对数据拟合最佳；这两个因素共同解释了阅读理解中87%的方差。第二语言特定知识对阅读理解的预测能力比元认知意识更强。利用结构方程模型进行了多组分析，以比较阅读能力差的组和阅读能力好的组。第二语言特定知识与元认知意识之间的相关性以及它们与阅读理解的关系在各组之间是相同的。
We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the English reading process) and a Second Language (L2) Specific Knowledge factor (comprising vocabulary knowledge and syntactic awareness) offered the best fit to the data; 87% of the variance in reading comprehension was explained by the two factors together. L2 Specific Knowledge was a stronger predictor of reading comprehension than metacognitive awareness. A multigroup analysis was conducted using structural equation modeling to compare poor-reader and good-reader groups. The correlation between the L2 Specific Knowledge and metacognitive awareness and their relations to reading comprehension were the same across groups.