附加问题对不同类型文本的L2阅读理解的影响
Yunmei Sun1, Wenhui Zhou1, Shifang Tang2
1School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China.
Behavioral sciences (Basel, Switzerland)
|February 23, 2024
概括
附加问题提高了第二语言 (L2) 学习者的阅读理解. 具体来说,我们可以说,
科学领域:
- 获得第二语言的学习.
- 阅读理解策略阅读理解策略
- 教育心理学教育心理学
背景情况:
- 附加问题,也称为嵌入式问题,是一种被证明可以提高母语阅读理解的询问策略.
- 在第二语言 (L2) 阅读中辅助问题的有效性,特别是关于不同的文本类型和问题类型,需要进一步研究.
研究的目的:
- 调查不同的辅助问题 ("什么"与"为什么") 对中级中国EFL学习者的阅读理解的影响.
- 检查文本类型 (叙述与阐述) 如何与辅助问题相互作用以影响L2阅读理解.
主要方法:
- 一百四十四名中级中国EFL学习者被随机分配到六组.
- 参与者阅读叙事或阐述性文本,一些组收到"什么"或"为什么"辅助问题,而对照组没有收到任何问题.
- 通过简短的问卷来评估对话题的熟悉程度.
主要成果:
- 插入的辅助问题通常会在解释性和叙事性文本中改善阅读理解.
- 只有嵌入在叙事文本中的"为什么"问题,对L2阅读理解产生了显著的积极影响.
- 对话题的熟悉性并不是观察到的结果的一个重要因素.
结论:
- 文本类型和问题类型显著调节中级L2读者的辅助问题的有效性.
- "为什么"问题似乎特别有利于增强对这个学习群体的叙事文本的理解.
- 结果为L2阅读指导提供了教学见解,强调了战略性使用询问技巧.
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