Effects of Different Text Difficulty Levels on EFL Learners' Foreign Language Reading Anxiety and Reading Comprehension.
Effects of Different Text Difficulty Levels on EFL Learners' Foreign Language Reading Anxiety and Reading Comprehension.
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不同文本难度对英语学习者外语阅读焦虑和阅读理解的影响。
DOI：
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发表时间：
2017
影响因子：
2
通讯作者：
Mohammad Taghi Farvardin
中科院分区：
文献类型：
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作者：
Roghayeh Bahmani;Mohammad Taghi Farvardin
本研究旨在探讨不同难度的语篇对英语作为外语（EFL）学习者的外语阅读焦虑（FLRA）和阅读理解的影响。为此，50名小学英语学习者从两个完整的班（n = 25）。每个班级都被分配到一个文本难度级别（即，“i + 1”和“i 1”），参与者在两个学期中经历了不同难度水平的广泛阅读。治疗前后分别进行阅读理解测验和外语阅读焦虑量表（FLRAS）评定。结果显示，两个文本难度水平显着提高了参与者的阅读理解。研究结果还表明，在研究结束时，“i + 1”组的FLRA增加，而“i 1”组的FLRA减少。
This study aimed to examine the effects of different text difficulty levels on foreign language reading anxiety (FLRA) and reading comprehension of English as a Foreign Language (EFL) learners. To this end, 50 elementary EFL learners were selected from two intact classes (n = 25 each). Each class was assigned to a text difficulty level (i.e., ‘i + 1’ and ‘i 1’) in which the participants experienced extensive reading at different levels of difficulty for two semesters. A reading comprehension test and the Foreign Language Reading Anxiety Scale (FLRAS) were administered before and after the treatment. The results revealed that both text difficulty levels significantly improved the participants’ reading comprehension. The findings also showed that, at the end of the study, the ‘i + 1’ group’s FLRA increased, while that of the ‘i 1’ group decreased.
语言习得
DOI：
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发表时间：
2005
期刊：
Encyclopedia of Language
影响因子：
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作者：
Isobe;Miwa;Yukio Otsu
通讯作者：
Yukio Otsu