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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...19 Hits 1 – 20 of 368 1 Source or target first? Comparison of two post-editing strategies with translation students Volkart, Lise; Girletti, Sabrina; Gerlach, Johanna... In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022) BASE Show details 2 Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers Frid, Bailey In: Electronic Thesis and Dissertation Repository (2022) BASE Show details 3 南臺灣大專生的英文閱讀使用策略、程度及所屬學院關聯性之研究 ; The Relationships Among University Students' Reading Strategies, Proficiency, and Disciplines in Southern Taiwan 張怡晴; CHANG, YI-CHING. - 2021 BASE Show details 4 METACOGNITIVE STRATEGY IN TEACHING ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES AND READING COMPREHENSION AMONG SENIOR HIGH STUDENTS ... GONZALES, MARRY QUEENIE M.; VELASCO, CECILIA Q.. - : Zenodo, 2021 BASE Show details 5 METACOGNITIVE STRATEGY IN TEACHING ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES AND READING COMPREHENSION AMONG SENIOR HIGH STUDENTS ... GONZALES, MARRY QUEENIE M.; VELASCO, CECILIA Q.. - : Zenodo, 2021 BASE Show details 6 Acts of Reading in Literacy ; Actes de Lecture em Alphabétisation ; Atos de Leitura na Alfabetização Arena, Adriana Pastorello Buim; Abreu, Márcia Martins de Oliveira In: Revista Educação e Políticas em Debate; Vol 10 No 2 (2021); 784-800 ; Revista Educação e Políticas em Debate; Vol. 10 Núm. 2 (2021); 784-800 ; Revista Educação e Políticas em Debate; Vol. 10 No 2 (2021); 784-800 ; Revista Educação e Políticas em Debate; v. 10 n. 2 (2021); 784-800 ; 2238-8346 (2021) BASE Show details 7 臺灣國中生英語閱讀困難及策略使用之研究 ; A Study on Taiwanese Junior High School Students’ Difficulties and Strategy-use in Reading English 王怡文; WANG, I-WEN. - 2020 BASE Show details 8 文章與影片相互關係對大學英文閱讀課程之影響 ; The Impact of Text-Video Relationship on College English Reading Invention Program 洪思惟; HONG, SI-WEI. - 2019 BASE Show details 9 An Empirical Study on Chinese EFL Learners’ Critical Reading Strategies ZHOU, Haiming; ZHOU, Cheng In: Studies in Literature and Language; Vol 19, No 2 (2019): Studies in Literature and Language; 59-64 ; 1923-1563 ; 1923-1555 (2019) BASE Show details 10 Стратегии неподготовленного чтения делового текста: анализ интонации ... : The strategies of bussines text unrehearsed reading: the analysis of intonation ... Пиотровская, Л.А.. - : Коммуникативные исследования, 2018 BASE Show details 11 Sprachenlernen und Kognition : Grundlagen einer kognitiven Sprachendidaktik Suñer Muñoz, Ferran; Bot, Kees de; Roche, Jörg. - Tübingen : Narr Francke Attempto, 2017 BLLDB UB Frankfurt Linguistik Show details 12 СТРАТЕГИИ В РАЗВИТИИ УМЕНИЙ ИНОЯЗЫЧНОГО ЧТЕНИЯ НА ОСНОВЕ САМОСТОЯТЕЛЬНОЙ УЧЕБНО-ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ У СТУДЕНТОВ ТЕХНИЧЕСКОГО ВУЗА СЫСА ЕЛЕНА АЛЕКСАНДРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Томский государственный педагогический университет», 2017 BASE Show details 13 Обучение профессионально-ориентированному чтению студентов технических специальностей ... : магистерская диссертация ... Дибаева, Аделина. - : Санкт-Петербургский политехнический университет Петра Великого, 2016 BASE Show details 14 The Effect of Awareness Raising Through Metacognitive Strategy-based Instruction on ESP Learners’ Reading Comprehension Saeideh Ahangari; Fatemeh Mohseni In: Journal of Applied Linguistics, Vol 9, Iss 18, Pp 65-77 (2016) (2016) BASE Show details 15 The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety Shabnam Abbasnezhad; Masoud Zoghi In: Journal of Applied Linguistics, Vol 9, Iss 18, Pp 25-48 (2016) (2016) BASE Show details 16 Linguistic and literary theories in reading Cubukcu, Feryal (Hrsg.). - Frankfurt am Main : Lang-Ed., 2015 BLLDB UB Frankfurt Linguistik Show details 17 ОБУЧЕНИЕ ЧТЕНИЮ ИНОЯЗЫЧНОЙ ПРОФЕССИОНАЛЬНОЙ ЛИТЕРАТУРЫ ШАДЖЕ ЗАРА МУХАМЧЕРИЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования "Майкопский государственный технологический университет", 2015 BASE Show details 18 CORRELATION BETWEEN READING STRATEGIES AND READING MOTIVATION TO READING COMPREHENSION OF THE THIRD SEMESTER STUDENTS AT THE ENGLISH EDUCATION STUDY PROGRAM OF STAIN PALANGKA RAYA Santi Erliana In: LET: Linguistics, Literature and English Teaching Journal, Vol 5, Iss 2, Pp 153-185 (2015) (2015) BASE Show details 19 The role of think-aloud and metacognitive strategies in L2 meaning-inference during reading Park, Chaehee; Hamada, Megumi In: Zenkoku-Gogaku-Kyōiku-Gakkai. JALT journal. - Tokyo 35 (2013) 1, 101-125 BLLDB OLC Linguistik Show details 20 自我提問策略科學閱讀教學對國小六年級學童科學閱讀提問表現、閱讀理解與閱讀態度之影響 ; The Effects of Self-Questioning Strategy Instruction on Sixth-grade Students’ Science Reading Self-Questioning,Reading Comprehension and Reading Attitude 潘慧玉; Pan, Hui-Yu. - 2013 Abstract: 本研究旨在探討教導運用自我提問策略進行科學文章閱讀，對國小六年級學童科學閱讀提問表現、閱讀理解與閱讀態度之影響。本研究採不等組前後測及追踪後測的實驗設計，以屏東縣一所國小六年級兩班共45位學生為研究對象，並隨機分派為兩組，實驗組採運用自我提問策略的科學閱讀教學，控制組採一般科學閱讀教學，進行為期十週的教學實驗。研究使用「自我提問問題類型測驗」、「閱讀理解困難篩選測驗」、「國小兒童科學閱讀能力測驗」、「國小高年級閱讀理解測驗」、「科普讀物閱讀量表」及「科學閱讀自我提問教學回饋單」為工具，以了解經過教學後，兩組學童在科學文章的自我提問表現、閱讀理解表現及科普讀物閱讀態度是否有差異，以及實驗組學童對運用自我提問策略的科學閱讀教學之反應。主要研究結果如下：一、教學實驗後，實驗組學童在科學文章「自我提問問題類型測驗」的立即後測與追踪後測表現均顯著優於控制組。二、教學實驗後，實驗組學童在「科學文章閱讀理解測驗」立即後測表現顯著優於控制組，但在追踪後測上兩組學童並無顯著差異。三、教學實驗後，實驗組學童在「科普讀物閱讀態度量表」的立即後測、追踪後測表現，皆顯著低於控制組。四、由課程回饋問卷中可以得知，有超過五成的學童認為使用策略很容易，其容易度順序為第一類及第二類問題、第三類問題、第四類問題；有70%的學童對在科學閱讀中運用自我提問策略是有自信的；超過八成的學童同意運用自我提問策略可幫助自己理解科學文章。 ; The purpose of this study was to explore the effects of self-questioning（SQ）strategy on sixth-grade students’ performance science reading self-questioning, reading comprehension and reading attitude. This study adopted an unequal pre-test, post-test and retention-test experimental design. The subjects were 45 students from two sixth-grade classes in an elementary school in Pingtung County. One class was randomly assigned as the experiment group and the other as the control group. The experiment group received the 10-week instruction on SQ strategies for science reading while the control group received a teacher-centered science reading instruction. Before, right after, and two weeks after the experiment, both groups took the SQ Test, a reading comprehension test, and the Science Attitude Scale. In addition, the experiment group reported about their attitudes toward the strategy and the instruction. The major finding of this study were as follows:1. After the experiment, the experimental group scored significantly higher than the control group students in both the posttest and retention test of the SQ Test.2. After the experiment, the experimental group performered significantly better than the control group in the post-test of reading comprehension of science text, but there was no significant difference between two groups in the retention-test.3. After the experiment, the experimental groupscored significantly lower than the control group in the post-test and retention test of the Science Attitude Scale.4. By the course feedback sheet, there are over half of the students think that the SQ is easy .There were more than 70% of students were confident about using the SQ strategy while reading science text. More than 80% of the students agreed that using SQ strategy can help them understand science text . Keyword: reading comprehension; science reading;strategy instruction;self-questioning;reading attitude; 閱讀態度;閱讀理解;科學閱讀;策略教學;自我提問 URL: http://140.127.82.166/handle/987654321/14969 http://140.127.82.166/bitstream/987654321/14969/-1/101NPTT0328018-001.pdf BASE Hide details Page: 1 2 3 4 5...19

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