论文阅读与评价PPT课件

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1、论文阅读与评价 Paper 2文秋芳中国外语教育研究中心2008年7月By Carol A.Fraser Reading Rate in L1 Mandarin Chinese and L2 English Across Five Reading TasksTopics to be coverednResearch questionsnVariablesnJustification of the current studyResearch questionsQ1:Is there a difference in reading rate(L1 vs.L2)for each of the fiv

2、e tasks?If so,the same across all the tasks?Q2:Is there a difference(L1 vs.L2)in task performance on the scanning,skimming,learning and memorizing tasks?Q3:Are there group differences(Canada group vs.China group)?VariablesIndependent variablesControl variablesModerator variableDependent variablesTas

3、k typesLanguage typesGroup typesIndependent VariablesLearningScanningSkimmingRaudingMemorizingCanada GroupChina GroupL1(Chinese)L2(English)normal readingReading rateTask performanceDependent VariablesLanguage orderPassage orderControl VariablesModerator variableL2 proficiencynExamine the impact of L

4、2 proficiency on L2 reading rate and task performance,nThe listening scores of CELT used as a covariate VariablesIndependent variablesControl variablesModerator variableDependent variablesnReading rate reflecting reading fluency:an important issue for many ESOL students.English speakers of other lan

5、guagesJustificationsJustificationsnA considerable gap in L1/L2 reading rates for the majority of L2 readersnDifficult to interpret the extent and significance of the observed L1/L2 reading rate gapnLittle research done on the nature of the reading performance behavior among L2 learnersJustifications

6、nLittle research done on the relationship between the reading rates and reading performancenPrevious studies on reading rate confining to one task typeSome related termsnReading fluencynHierarchy of five tasksReading fluencyn“The ability to read text rapidly,smoothly,effortlessly and automatically w

7、ith little attention to the mechanics of reading such as decoding”(Meyer,1999,p.284).Types of readingScanningLexical access or word recognition component of readingSkimmingLexical access and semantic encodingRaudingNormal reading.sentence integration in addition to lexical access and semantic encodi

8、ngLearningRemembering the ideas in the text readMemorizingBeing able to recall the information accuratelyResearch designnParticipantsnMeasuresnProceduresnData collectionnQuestionsParticipantsnNative speakers of Mandarin Chinese nLearning English as an L2CanadaGroupChinaGroupDifferencesNumber45(14M,2

9、7F)50(11M,39F)MajorVaryEnglishGradeFirstthroughfourthyearIntheirthirdyearL2contextExposuretoL2communityNoexposureExperiencesabroad4monthsto12.5yearsNoexperiencesabroadSimilaritiesSimilarcharacteristicsinEnglishlanguageproficiencyAverageyearsofundergraduatestudyn14+27 45nMuch greater variability with

10、in the Canada Group than the China GroupMeasuresnCELT:Form A,listening portionn10 short expository texts from TOEFLnVarious measures used to match the difficulty level of the passagesnMicrosoft word 2000 counts,average,readability statisticsnPerformance measures of five tasks:*Can the listening port

11、ion alone test the language proficiency on the whole?Performance measuresTypes MeasuresTask 1Scanning Word recognitionTask 2SkimmingInformation identifiedTask 3RaudingNo requirementTask 4LearningMultiple-choice QsTask 5Memorizing Recalling Data CollectionTwo Phases:nCELT scores L2 proficiencynResear

12、ch booklets of tasks reading rate and task performances The order counterbalancednThe order of presentation was counterbalanced for both language(L1 or L2)and passage(PA or PB)nTask 1 ABL2A L2BL1AL1B L1A L2BL2B L1AL2A L1BL1B L2AL1A L2BL2B L1AL2A L1BL1B L2AData analysisnDescriptive statisticsnA repea

13、ted measures ANOVA(单因素重复测量方差分析）used to compare the reading rates and task performance of the two groups of native speakers of Mandarin Chinese in their L1 and L2 across five different reading tasksnA repeated measures ANCOVA(单因素协方差重复测量分析)applied to the L2 rate variables and multivariate ANCOVA（多因素协方

14、差重复测量分析）applied to the performance variablesResultsnMeasures on Reading Rate(Table 1)nRepeated measures ANOVA applied to compare L1 to L2 reading rates across the five tasks(Table 2)Q1:Is there a difference in reading rates(L1 vs.L2 for each of the five tasks?In general,the task rates in both the L1

15、and L2 reading conditions followed the faster to slower hierarchy The Chinese participants in this study read faster in the L1(Chinese)condition than in the L2(English)condition on all five tasks.The differences or changes in reading rate from L1 to L2 passages were for the most part not the same be

16、tween tasks.There was more change in reading rates between pairs of tasks in the L1 than in the L2.Q1:Is this difference the same across all tasks?nHigher scores on the performance measures in their L1 than their L2 tasks except the multiple-choice questions attached to the learning tasknGreatest di

17、fferences between L1 and L2 performance measures in the skimming and memorizing tasksQ2:Is there a difference(L1 vs.L2)in task performance on the scanning,skimming,learning and memorizing tasks?Q3:Are there group differences in reading rate?nThe Canada group had less difference in L1/L2 reading rate

18、s than the China group.nThe China Group read faster on all L1 reading Tasks than the Canada Group.Q3:Are there group differences in task Performance across four reading tasks?nThe China group had higher scores than the Canada group on all measures except the L2 recall task.nThe Canada group demonstr

19、ated a much smaller difference in their L1/L2 recall scores than the China group.Problems in designIndependent variablesnLanguage typesnTask types nGroup typesnLanguage proficiencyProblems in designnDependent variablesnReading ratenPerformance measuresProblems in writing:titleReading rate and task p

20、erformance In L1 mandarin Chinese and L2 English Across five reading tasks.Problems in writing:StructurerLiteraturereviewpMethodparticipantsmeasuresproceduresresearchdesignresearchquestiondataanalysis&resultspDiscussionandconclusionspLiterature reviewpResearch questionpResearch designParticipantsmat

21、erialsData collection Data analysispResults and discussionspConclusionsResultsnPerformance measures for the two groups(Table 3)(An error in the time of the table)nRepeated measues ANOVAs applied separately to each of the four pformance variables to compare L1 to L2 performance(Table 4).二、二、论文写作论文写作n

22、写作态度写作态度n论文选题论文选题n论文结构论文结构n文献部分文献部分三、论文分析与评价演示三、论文分析与评价演示n开头需说明分工情况开头需说明分工情况n回答回答6 6个问题，但次序不固定个问题，但次序不固定n报告人的分工尽量均匀报告人的分工尽量均匀n重点要放在评价上，要控制每人报告的重点要放在评价上，要控制每人报告的时间时间n分析与评价可以分开做，也可以结合起分析与评价可以分开做，也可以结合起来做来做Task distributionnResearch questions Variables Zhang Huimei JustificationnResearch Design Xu SonghuinData analysis and Results Ding FuyannInterpretation and comment GaoShaofen