Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS 바로가기
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- 통권
- Vol.9 No.4 (2012.12)바로가기
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- 페이지
- pp.1-26
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A201598
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원문정보
초록
- 영어
- Recent studies show that the influence of metacognitive knowledge on the second language reading increased with the increasing vocabulary knowledge. However, the relationship among metacognitive knowledge, language knowledge and EFL reading still needs to be further clarified. How does vocabulary knowledge make an independent contribution to L2 reading? How does it moderate the effect of metacognitive knowledge on L2 reading? This study assesses the roles of metacognitive knowledge and vocabulary size in EFL academic reading based on Chinese tertiary EFL learners. The participants include 548 non-English major sophomore students in mainland China. The instruments include a questionnaire on the metacognitive knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and an EFL reading comprehension test. The findings reveal that Chinese tertiary EFL readers only approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability. The theoretical and educational contributions of these findings for L2 academic reading are discussed.
목차
Abstract
INTRODUCTION
THEORETICAL FRAMEWORK
Theories of reading: process models and product models
Metacognitive Knowledge and L2 Reading Comprehension
Vocabulary Size and L2 Reading Comprehension
RESEARCH DESIGN
Participants
INSTRUMENTS
Measure of metacognitive knowledge: Questionnaire on the Metacognitive Knowledge of EFL Reading Comprehension
Measure of Vocabulary Size: Vocabulary Levels Test
Measure of EFL Reading Comprehension Ability: EFL Reading Comprehension Test
Data Collection
Data Analysis
FINDINGS
Vocabulary Size of Chinese Tertiary Students
Relationships among Vocabulary Size, Metacognitive Knowledge and EFL Reading Comprehension
DISCUSSION
CONCLUSION
THE AUTHORS
REFERENCES
키워드
vocabulary size metacognitive knowledge EFL reading comprehension language threshold hypothesis Chinese tertiary EFL learners저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.9 No.4
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