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1.
This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text.
Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other
from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to
recall as much as they could from what they had read and then answered questions that measured text recall and comprehension.
Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor.
The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children
were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more
time to read text on computer screens and that they are more efficient when reading text on paper. 相似文献
2.
Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions 
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下载免费PDF全文 This study sought to compare how three different gloss types (text–picture, text–audio and text–picture–audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between‐groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper‐intermediate proficiency level) read English texts. Written recall and multiple‐choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text–picture–audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications. What is already known about this topic
- Electronic glosses foster reading comprehension and vocabulary acquisition.
- There are different positions about the effectiveness of form focused instruction in grammar, with the focus on forms approach having a higher acceptable rate in SLA. But, this issue has been rarely researched in vocabulary acquisition.
- This study supports the complementary nature of dual annotations in vocabulary learning and reading comprehension.
- This study extends the issue of form focused instruction to vocabulary learning by comparing the incidental, intentional and incidental–intentional learning orientations.
- This study evaluates the interaction between the multiple gloss types and the learning orientations.
- This study provides both pedagogical and theoretical implications.
3.
This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific words (glosses, vocabulary focus, and footnotes), and three macro-level supports that provided global or background information (illustrations, infographics, and photos). The participants read the ebook under two presentation modes: (1) simultaneous mode: where digital input and supports were presented at the same time; and (2) sequential mode: where the digital content and supports were incrementally presented. Analyses showed that when reading for vocabulary acquisition, vocabulary focus and glosses were significantly fixated on, and when reading for comprehension, illustrations were more intensely fixated on. Additionally, when the digital content was incrementally presented, vocabulary focus received significantly higher total fixation duration. This suggests that reading under the sequential mode has the potency to guide L2 learners’ focal attention toward micro-level supports. In contrast, under the simultaneous presentation mode, L2 learners seemed to divide their focal attention among both micro-level and macro-level supports. Pedagogical implications are discussed based on the findings of this study. 相似文献
4.
In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught. 相似文献
5.
Yavuz Akbulut 《Instructional Science》2007,35(6):499-517
The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and
reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university
were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures,
and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention
of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test
as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they
were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types
of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group.
However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia
reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.
相似文献
| Yavuz AkbulutEmail: |
6.
Andrea Rolla San Francisco Elaine Mo María Carlo Diane August Catherine Snow 《Reading and writing》2006,19(6):627-642
The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of language of literacy instruction. SLI without English literacy instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English. 相似文献
7.
Sandra Fernandes Luís Querido Arlette Verhaeghe Catarina Marques Luísa Araújo 《Reading and writing》2017,30(9):1987-2007
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR. 相似文献
8.
C. Patrick Proctor Bridget Dalton Paola Uccelli Gina Biancarosa Elaine Mo Catherine Snow Sabina Neugebauer 《Reading and writing》2011,24(5):517-544
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention
that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English
bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction
on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison
to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects
were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth
were detected, but not for a researcher-developed measure of breadth. 相似文献
9.
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary
words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly
more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A
secondary goal of this study was to examine the predictive utility of students’ English language proficiency, and students’
general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention.
However, participants’ growth during the control period had the greatest predictive utility for their growth during the intervention.
Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made
the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future
research are presented. 相似文献
10.
Joana Acha 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):23-31
The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning. 相似文献
11.
Michael Pressley Jennifer Samuel Marsha M. Hershey SueEllen L. Bishop Dale Dickinson 《Contemporary educational psychology》1981,6(2):110-116
Children 3 to 6 years of age learned simple Spanish vocabulary items using an adaptation of the keyword method of foreign language vocabulary learning. Using this version of the keyword method, the learner remembered a picture of the translation referent of the vocabulary item interacting with the referent of a concrete English word which sounded like part of the foreign word (the keyword). Children who used the keyword method remembered more vocabulary translations than children who were not instructed in keyword method usage. 相似文献
12.
Johanna Cena Doris Luft Baker Edward J. Kame’enui Scott K. Baker Yonghan Park Keith Smolkowski 《Reading and writing》2013,26(8):1289-1316
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed. 相似文献
13.
许洪 《南昌教育学院学报》2007,22(2):38-40
本文综述了近年来注释对二语词汇附带习得影响的研究成果,讨论了与研究相关联的心理语言学理论,指出了研究的特点和研究缺陷,并提出了研究成果对二语词汇学习和词汇教学的启示. 相似文献
14.
《Learning and Instruction》2007,17(3):360-371
The mnemonic keyword method is an effective technique for vocabulary acquisition. This study examines the effects on recall of word-meaning pairs of (a) training in use of the keyword procedure at the time of retrieval; and (b) the influence of the self-rated ability to image. The performance of students trained in bidirectional retrieval using the keyword method to learn new Spanish words and their English definitions was compared to that of control group students who used the standard keyword procedure. Data on recall performance were gathered on five occasions and analysed using multilevel analysis procedures (HLM). The retrieval training was a significant predictor of both backward and forward recall performance, as was the ability to make images. 相似文献
15.
吴晓萍 《福建工程学院学报》2011,9(2):151-155
运用"投入量假设"的理论,对翻译活动和二语词汇附带习得之间的相关性进行实证研究,考查翻译活动对二语词汇习得的作用与价值。82名高校非英语专业学习者参与了这项实验。在阅读完一篇含有目标词的文章后,他们中的一半做阅读理解和完形填空练习,另一半做英汉互译练习。对受试者进行的即时词汇测试和延时测试的结果表明,翻译练习能够促成二语词汇的附带习得。而且,相对于阅读后做理解题及填空题,翻译练习能够获得更佳的词汇习得效果,尤其在词汇的产出性知识方面。 相似文献
16.
D. Barton Johnson 《Instructional Science》1972,1(1):121-131
Vocabulary is one of the major obstacles to attaining reading fluency in a second language. The major European literary languages have vocabularies of many tens of thousands of items. For efficient learning, the vocabulary systems must be structured in terms of frequency groupings so that the more frequent items are mastered before the less frequent ones. The learner, however, has no way of determining the relative frequency of the words in his text. The solution involves: 1) the establishment of various word frequency groups and 2) marking the words in the reading text so that the learner has a clear set of rational priorities. Statistical studies suggest that approximately the most frequent 5,000 words constitute a minimum vocabulary for liberated reading and account for about 90% of the different words in an average text. The learning of the less frequent items should be deferred until these are mastered. Further, the presentation of the higher frequency words within the 1,000–5,000 range should be sequenced by groups in terms of their relative frequencies. Each group might correspond to a particular level of language proficiency. This goal can be attained by means of a system in which the frequency category of each text word is marked so that the learner knows its relative importance and can structure his vocabulary acquisition accordingly. A marking procedure by frequency is integrated with a marginal translation or glossing routine. The article proposes a set of frequency groups and describes an algorithm for the implementation of a frequency identification and marking procedure on an IBM 360 computer. A sample page of a Russian text book utilizing the technique is given and several other potential utilizations are described. 相似文献
17.
Yuh-Fang Chang 《Reading and writing》2011,24(8):903-919
The free recall task has gained popularity among researchers in the field of second language reading research recently. Because of its prevalent use in L2 reading research, increased attention is being given to an examination of the use of the recall task as a measure of L2 reading comprehension. An examination of the existing literature revealed that studies employing the recall task to measure reading comprehension varied in the time allowed for recall. Whether the variation in the length of time spent in doing the recall influenced the quantity and quality of L2 readers?? recall, however, remained unexplored. Examining and understanding the effects of variation in the implementation of the recall task are important because theory building entails comparability of findings with various research designs. A total of 180 college students participated in this study. The subjects were randomly assigned to one of the conditions??time-unconstrained and time-constrained. The results showed that the length of time allowed for reading when doing the immediate written recall task significantly influences L2 readers?? recall performance. Participants in the unconstrained time condition, regardless of proficiency level, recalled significantly more information than participants in the constrained time condition. 相似文献
18.
C. McBride-Chang H. Cheung B. W.-Y. Chow C. S.-L. Chow L. Choi 《Reading and writing》2006,19(7):695-716
How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages. 相似文献
19.
Daesang Kim Dong‐Joong Kim 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):62-70
The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty‐five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self‐study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text‐only and text‐with‐pictorial annotation instructions. Although visual perception can be influenced by each learner's expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning. 相似文献
20.
《Contemporary educational psychology》2001,26(3):418-428
This experiment addressed the question of how headings influence readers' memories for text content. College students read and recalled a 12-topic expository text. Half of the participants were trained to construct a mental outline of the text's topic structure as they read and then use their mental outlines to guide their recall attempts. The remaining participants did not receive such training. Half of the participants read a text containing headings before every subsection; the other half read the same text without headings. The results were that participants who received training and/or read the text with headings remembered text topics and their organization better than participants who received no training and read the text without headings. The results support the hypothesis that signals induce a change in readers' strategies for encoding and recalling text. 相似文献