共查询到20条相似文献，搜索用时 15 毫秒
1.
This paper considers the role that students’ approaches to learning play in summarising text, and in learning from summarisation. Students’ approaches to learning are characterised in terms of their relative reliance upon deep and surface processing. Two forms of summarisation are studied: the familiar text present summarisation, in which students have access to the text while summarising, and the less familiar text absent summarisation, in which students are warned that the text will be removed after they read it, but before they summarise it. It is predicted that text absent summarisation will facilitate deeper processing for students who normally adopt a deep approach and who are able to write competent summaries, and that these effects will be more apparent for the more difficult text. The results confirm the hypotheses and indicate that the two types of summarisation encourage different processes. Discussion focuses upon the relative merits of the approaches to learning and of the two forms of summarisation. It is concluded that the effects of students’ approaches to learning play a powerful role in summarisation, and need to be studied with respect to other learning activities. 相似文献
2.
《Learning and Instruction》2007,17(1):78-88
In an example of the redundancy effect, learning is inhibited when written and spoken text containing the same information is presented simultaneously rather than in written or spoken form alone. The current research was designed to investigate whether the redundancy effect applied to reading comprehension in English as a foreign language (EFL) by comparing two instructional formats, written presentation only and written presentation concurrent with verbatim spoken presentation. Participants were in their first year of tertiary education. Examination of translation scores, subjective mental load ratings, and free recall performance indicated that simultaneous presentations rendered text comprehension less effective both at a lexical level and at the level of text comprehension compared with written presentation only. 相似文献
3.
牟娴 《贵阳学院学报(社会科学版)》2014,(6):72-74
话语标记语是说话人为了引导和制约听话人正确理解话语而选择的语言标记。这一语言现象作为一种制约手段在话语生成、话语理解和话语连贯性方面都发挥了作用。 相似文献
4.
Michael B. Medland 《Journal of Science Education and Technology》2007,16(2):119-153
Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning
to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more
effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact
with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension
by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages
interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool
fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been
uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working
with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these
tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive
and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically.
Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master
science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning
of such content will be accelerated. 相似文献
5.
郝吉环 《雁北师范学院学报》2002,18(6):50-52
语篇的衔接与连贯是语篇研究的核心,主述位理论又是研究语篇衔接与连贯的一大功能体系.本文通过对主述位理论的描述,就大学英语教材中的某些语篇作了详细分析,旨在讨论该理论在教学中的应用,特别是阅读与写作教学,以此来帮助学习者对语篇进行快速准确的构建与解读. 相似文献
6.
苏筱玲 《湖南科技学院学报》2006,27(6):203-205
本文就目前英语教学中所存在的问题,认为以语篇为基本单位,立足于语篇整体,对课文进行分析、理解和概括．是提高英语教学效果发展趋势。语篇教学不仅能充分发挥教师在课堂教学中的主导作用,同时能兼顾以学生为中心,调动其学习的积极性和主动性,达到培养学生语言运用能力的目的。 相似文献
7.
英汉标点符号的语篇衔接功能对比及其翻译技巧——以逗号、破折号为例 总被引：1，自引：1，他引：0
作为书面语不可或缺的组成部分,标点符号具有重要的语篇衔接功能。在翻译中,对标点符号的正确解读可以帮助我们准确理解原文,也有助于我们采取适当的翻译策略、技巧准确地表达译文。文章在篇章语言学理论的指引下,采用对比分析、实例结合的方法,对英汉逗号、破折号的语篇衔接功能进行对比分析,并探讨其翻译策略和变通技巧。 相似文献
8.
To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n?=?60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n?=?52), we examined connective text designs (‘because’, ‘and’ and ‘no connective’). Students demonstrated enhanced reading times for text using a ‘because’ connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and ‘and’ text) and low cohesion text (synonym text and ‘no connective’ text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning. 相似文献
9.
语境理论与英语阅读教学 总被引：1，自引：0，他引：1
语言的运用离不开语境，语境对于交际中话语的理解起着关键的作用。英语阅读教学，实际上是以语言单位为载体，交际环境为依托而展开的信息交流过程；语境理论有助于理解交际的意图和语篇的意义。从而保持语篇连贯性。借助语境进行语篇分析是我们正确理解词义、句义，并实现阅读目的的必由之路。 相似文献
10.
11.
The purpose of this study was to explore whether college normally achieving writers (n = 35), writers with learning disabilities (n = 35), and underprepared writers (n = 35) demonstrated any differences in their ability to utilize the semantic roles and syntactic rules needed to apply cohesive referencing in written text. Cohesive referencing (the ability to assign roles to the speaker and addressee in written communication) is a critical aspect of written language. In addition, the study explored the relation between referential cohesion and the quality and coherence of a written text. 相似文献
12.
Jan A. A. Engelen Gino Camp Janneke van de Pol Anique B. H. de Bruin 《Metacognition and Learning》2018,13(3):287-307
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students’ learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, ?.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (?.38 for students, ?.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students’ comprehension of six texts without knowing the students’ names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (?.10). These results suggest that monitoring intra-individual differences in students’ learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity. 相似文献
13.
This research examines the beneficial effects of student‐generated diagrams versus student‐generated summaries on conceptual understanding in the domain of plate tectonics. Fifty‐eight Grade 5 students read a brief expository text about plate tectonics. During their reading of the text, students were asked to either draw diagrams, produce written summaries, or simply read the text (control). Conceptual understanding was measured by the diagrams and summaries which were generated during students' reading of the text, as well as by a posttest which assessed students' understanding of both spatial/static and causal/dynamic knowledge of the domain. Results indicated that the summaries generated during the reading of the text contained more domain‐related information than the diagrams which were generated during the reading of the text. However, on the posttest measures, the diagram group outperformed both the summary and text only groups in terms of understanding both the spatial/static as well as causal/dynamic aspects of the domain. Results are discussed with regard to the differential effects that generating diagrams as compared to generating summaries or simply reading has on both on‐line comprehension during reading and resulting conceptual understanding of the domain. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 39–53, 1999. 相似文献
14.
Cohesion tends to be denser and more noticeable in written discourse than in spoken discourse. A text will become problematic or is not easy to make sense to readers if any cohesion is troubled. The present paper is going to investigate cohesion in Chinese advanced learners’ expository writing by comparing and analyzing the cohesive ties in two student writers’ essays. 相似文献
15.
语篇的产生和理解是一个复杂的、动态的认知语用过程。从内部结构上看,一个衔接的语篇不是句子的堆砌,而是句子间的接口,每个句子都建立在前句的基础之上。从意义连贯上分析,新旧信息相互衔接,推动语篇的发展．从认知语用学的视角出发,研究语篇衔接与连贯必然涉及语篇的语境,应该考虑语篇编码的过程,既要分析和总结语篇中出现的所有衔接机制,包括语篇内部的衔接机制和语篇与语境的关系的衔接机制,还要根据对内容的语用推断建立语篇的语境。最后,把衔接与语境联系起来,共同构建语篇的整体意义。只有这样,才符合人们实际对语篇解码的过程。本项研究将为语篇分析教学和语篇分析研究提供一个新的思路。 相似文献
16.
Sylvia Rojas‐Drummond Nancy Mazón Karen Littleton Maricela Vélez 《Journal of Research in Reading》2014,37(2):138-158
The present study explores the development and promotion of reading comprehension in primary school students, in the context of the implementation of an educational programme called ‘Learning Together’ (LT). The programme, which centred on collaborative learning activities, was designed to promote oral and written communication in primary school Mexican children. Analyses revealed that children who participated in the LT programme, in comparison with students in a control condition, produced higher‐quality written summaries of texts they had read, both when working in teams and when working individually. This suggests that the LT participants appropriated and transferred the text comprehension strategies promoted, so that they could apply these strategies effectively not only in collaborative contexts but also independently, that is, in a self‐regulated and autonomous fashion. The theoretical and practical implications of the work are discussed in relation to understanding and promoting oracy and literacy processes in primary school students. 相似文献
17.
了解语篇的衔接与连贯有助于阅读理解能力的提高。以语篇衔接理论为支撑,构建衔接分析模式,通过对大学英语课文中语篇衔接手段尤其是词汇衔接的分析,探索一种新的教学模式,以帮助学生明确语篇线索、掌握语篇模式、推导语篇主旨。语篇衔接的讲解与训练可以作为阅读教学的一个重要组成部分,还可以被纳入自主学习策略培训课程中,这有助于学生自主学习能力的提高。 相似文献
18.
从篇章的视角来研究衔接和连贯的关系,在篇章而不是话语的框架下先就各自的概念意义等进行分别论述,然后再进行对比分析并得出两者关系的相应结论。篇章是指一段传达完整信息、前后连接、意义一致的自然书面语篇。衔接和连贯是篇章中固有的两种语义关系,都有各自的实现手段,分别在篇章的微观和宏观层次上起着连接篇章成分的作用,相互影响作用,共同赋予篇章以篇章性。 相似文献
19.
For learners in vocational education, acquiring the specialized language of their field is important in facilitating the ability to communicate appropriately with colleagues and customers. Spoken and written discourse in a range of workplace settings has received some attention, but less attention has been given to discourse in vocational education contexts. This article concerns Builders’ Diaries; this is a key written text produced by trainee carpenters, both in an educational setting and once they move into the workplace as apprentices. Writing the Builders’ Diary gives trainees experience in producing a text important also to carpenters in the workplace. An analysis that focuses on language and meaning is used to investigate the purposes served by the Builders’ Diary in educational settings and the meanings expressed in it. Drawing on insights from Applied Linguistics, the analysis uses a small corpus of trainee diaries as well as interviews with qualified carpenters/tutors. It includes a comparison of writing done early on while the trainees are still in an educational setting, and towards the end of carpentry training, once the trainees have moved into the workplace. The study demonstrates the effectiveness of apprenticeship and situated learning in trainees’ acquisition of written workplace discourse. 相似文献
20.
祝丹 《黑龙江教育学院学报》2007,26(10):139-141
阅读在英语学习中占有重要地位,但语篇教学则长期被英语学习者、教学者忽视。语篇理解是英语阅读的重点和目标,应根据学习者具体情况提出相应的语篇理解策略,并运用于英语阅读教学与实践中。 相似文献