TJTESOL has published special issues on Corpus and Technology in English Language Studies(Vol. 11, No. 1), Constructing Identity in Language Education in Taiwan (Vol. 14, No. 2) and English(es) as (a) Semiotic Resource(s)/Repertoire(s): (Imagine) A Multilingual/Multimodal TESOL(Vol. 19, No. 1).

Roles of Chinese Reading Proficiency, Vocabulary Knowledge, and Metacognitive Knowledge in English as a Foreign Language Reading Comprehension

 

Jia-ling Charlene Yau

Tamkang University, Taiwan

 

Abstract

This study examines the functions of linguistic and non-linguistic knowledge in learning to read English as a foreign language among Taiwanese students in secondary education. Data consisted of two vocabulary tests, two reading comprehension tests, and two questionnaires concerning strategy use for reading Chinese as a first (L1) and English as a second/foreign (L2; FL) language. The results show that knowledge of L2 lexicons acts as a key player while metacognitive knowledge plays a secondary one in promoting L2 reading comprehension. With the increase of vocabulary knowledge, the effect of L1 reading proficiency emerges as a salient factor influencing L2 reading comprehension.

 

Key Words: bilingualism, reading comprehension, vocabulary knowledge, metacogntion, English as a foreign language

 

探究中文閱讀能力、英語字彙知識及後設認知策略對英語閱讀理解之影響

 

姚嘉苓

淡江大學

 

摘要

此研究探討以英語作為外語學習的台灣中學生們，在學習閱讀時所運用到的語言與非語言知識的功能。資料包括兩份辭彙測試、兩份閱讀能力測試、兩份有關閱讀策略運用的問卷（一份針對以中文為第一語言、另一份是針對以英語為第二語言／外國語）。研究結果顯示在促進第二語言的閱讀能力上，第二語言的辭彙知識扮演一個主要的角色，而後設知識則扮演第二重要的角色。隨著辭彙知識的提升，第一語言的閱讀能力顯然是影響第二語言閱讀能力的一項重要因素。

 

關鍵字: 雙語、閱讀理解能力、辭彙知識、後設認知、以英語作為外語

 

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