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Reading in a Foreign Language最新文献

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Can text be too friendly? 短信会不会太过友好?
IF 2 Q4 Social Sciences Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560405.v1
Saranya Nagabhand
No description supplied
未提供描述
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引用次数: 7
What vocabulary size is needed toread unsimplified texts for pleasure? 阅读未简化的文本以获得乐趣需要多大的词汇量?
IF 2 Q4 Social Sciences Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560417.v1
D. Hirsh, P. Nation
No description supplied
未提供描述
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引用次数: 459
Graded Readers and Vocabulary 分级阅读和词汇
IF 2 Q4 Social Sciences Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560366
P. Nation, K. W. Ming-Tzu
No description supplied
未提供描述
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引用次数: 286
Unknown vocabulary density and reading comprehension 未知词汇密度与阅读理解
IF 2 Q4 Social Sciences Pub Date : 2020-06-25 DOI: 10.26686/wgtn.12560354
M. Hu, P. Nation
No description supplied
未提供描述
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引用次数: 830
The role of vocabulary breadth and depth in IELTS academic reading tests 词汇广度和深度在雅思学术阅读考试中的作用
IF 2 Q4 Social Sciences Pub Date : 2020-04-15 DOI: 10.17863/CAM.51399
Chen Chen, Yongcan Liu
This study explored the role of vocabulary breadth and depth in second language learners’ performance in IELTS academic reading tests in China. Sixty-two Chinese learners of English as a foreign language completed a vocabulary size test, a vocabulary depth test, and an IELTS reading test. Results showed that vocabulary breadth and depth both correlated significantly with IELTS reading test scores. With regard to different IELTS question types, vocabulary breadth correlated significantly with True/False/Not Given questions, whereas vocabulary depth correlated more significantly with Multiple Choice, Matching Headings, and Sentence Completion tasks. Results of a multiple regression model indicated the increase of vocabulary size needed to improve certain IELTS band scores. This study has theoretical implications for broadening the conceptualisation of vocabulary depth, as well as pedagogical implications for supporting students’ second language reading development.
本研究探讨了词汇广度和深度在中国第二语言学习者雅思学术阅读成绩中的作用。62名中国的英语学习者完成了词汇量测试、词汇深度测试和雅思阅读测试。结果表明,词汇广度和深度都与雅思阅读成绩显著相关。在不同的雅思题型中,词汇广度与真假非题相关显著,而词汇深度与选择题、标题匹配题和句子完成题相关更为显著。多元回归模型的结果表明,提高雅思成绩需要增加词汇量。本研究对拓展词汇深度的概念具有理论意义,对支持学生的第二语言阅读发展具有教学意义。
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引用次数: 4
Principles guiding vocabulary learning through extensive reading 通过泛读学习词汇的原则
IF 2 Q4 Social Sciences Pub Date : 2015-04-01 DOI: 10.26686/wgtn.12543404.v1
P. Nation
No description supplied
未提供描述
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引用次数: 129
How much input do you need to learn the most frequent 9,000 words? 你需要多少输入来学习最常用的9000个单词?
IF 2 Q4 Social Sciences Pub Date : 2014-10-01 DOI: 10.26686/wgtn.12543437.v1
P. Nation
This study looks at how much input is needed to gain enough repetition of the 1st 9,000 words of English for learning to occur. It uses corpora of various sizes and composition to see how many tokens of input would be needed to gain at least twelve repetitions and to meet most of the words at eight of the nine 1000 word family levels. Corpus sizes of just under 200,000 tokens and 3 million tokens provide an average of at least 12 repetitions at the 2nd 1,000 word level and the 9th 1,000 word level respectively. In terms of novels, this equates to two to twenty-five novels (at 120,000 tokens per novel). Allowing for learning rates of around 1,000 word families a year, these are manageable amounts of input. Freely available "Mid-frequency Readers" have been created to provide the suitable kind of input needed.
这项研究着眼于学习前9000个英语单词需要多少输入来获得足够的重复。它使用各种大小和组成的语料库来查看需要多少个输入符号才能获得至少12次重复,并满足9个1000单词族级别中的8个中的大多数单词。低于200,000和300万个标记的语料库大小分别在第2个1,000单词级别和第9个1,000单词级别提供了平均至少12次重复。就小说而言,这相当于2到25本小说(每本小说120,000代币)。考虑到一年大约1000个单词族的学习率,这些输入量是可控的。免费提供的“中频读卡器”已经创建,以提供所需的适当类型的输入。
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引用次数: 81
English L2 reading 英语第二语言阅读
IF 2 Q4 Social Sciences Pub Date : 2002-01-01 DOI: 10.4324/9781315886121
J. Tindale
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引用次数: 12
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Reading in a Foreign Language
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