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Reading and Writing - Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2... 相似文献
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李 颖乔晓东 杨兴兵Soichi Kubota Noriko Arakawa Yoshiko ShirokizawaSanho Lee Tae-sul Seo 《中国科技资源导刊 (中国信息导报)》2012,(6):81-85
为促进亚洲各国之间的科技信息资源共享和科研合作,在这些区域内,通过一站式服务获取相关信息至
关重要。3 年前,基于谅解备忘录（MOU）,中国科学技术信息研究所（ISTIC）、日本科学技术振兴机构（JST）及韩国
科学技术信息研究院（KISTI）建立了基于现有DOI 系统的长期合作机制。首先概要介绍分别由三机构运行管理的各自
国家的DOI 系统,以及三国之间的国际合作进展。然后,通过引入云服务平台的概念,提出未来的合作框架,以进一
步促进资源共享。 相似文献
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“Different than Us”: Othering,Orientalism, and US middle school students' discourses on Japan 总被引：1，自引：0，他引：1
This study critically examines the discourses of Japan as employed by young people in the United States. In particular, it analyses the free writings of US middle school students that were collected at three schools with different community environments (rural, urban, and suburban). The study identifies the features and styles of the discourse(s) that occur in the students' writings, examines the ways the discourse of Othering and Orientalism operate in these texts, and explores the specificity of contemporary American identity formation in relation to the imaginary boundary between Japan (“them”) and the United States (“us”). 相似文献
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This longitudinal study examined the contribution of morphological awareness to bilingual word learning of Malay–English bilingual children in Singapore where English is the medium of instruction. Participants took morphological awareness and lexical inference tasks in both English and Malay twice with an interval of about half a year, the first time at the end of Grade 3 (Time 1) and the second time at the end of the first semester of Grade 4 (Time 2). Structural equation modeling (SEM) analyses revealed that within both languages, morphological awareness significantly predicted lexical inference at Time 1 as well as Time 2, and the contribution also became strengthened over time. Cross-linguistic SEM analyses showed that concurrently at both Time 1 and Time 2, English morphological awareness only had a significant indirect effect on Malay lexical inference. The exact indirect relationships, however, varied between Time 1 and Time 2. In addition, an indirect effect of Time 1 English morphological awareness on Time 2 Malay lexical inference also surfaced. These findings suggest concurrent as well as longitudinal cross-linguistic transfer of morphological awareness from English to Malay. 相似文献
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This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. We observed no significant differences in the labor market outcomes between the two programs. Instead, the degree fields, internship, and university rankings are significant for the first employment. For current work, post-graduation qualifications and skills such as English become important. 相似文献
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This study explored the role of vocabulary knowledge and morphological awareness in reading comprehension ability of Chinese as a heritage language (CHL) learners. One hundred ninety five CHL students participated in this study and completed a series of measures including two sets of vocabulary knowledge (one consisting of items pertaining to early exposure to spoken Chinese and the other comprised of items selected from a pool of words in Chinese as a foreign language classrooms), morphological awareness (structural awareness and functional awareness), and reading comprehension ability (lexical inference and passage comprehension). Drawing upon structural equation modeling with a bootstrap estimation method, the study found that vocabulary knowledge and morphological awareness both contributed to reading comprehension among CHL learners. More critically, the results indicated that morphological awareness mediated the relation between vocabulary knowledge and reading comprehension in CHL learners. Furthermore, multiple regression analyses probed the relative contributions of vocabulary knowledge measures to morphological awareness and reading comprehension, and found that vocabulary knowledge acquired in formal Chinese instruction contributed to morphological awareness and reading comprehension, to a greater extent, than that gained through early exposure to spoken Chinese. 相似文献
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