Cheung Po-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Page / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Rationale for the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter Chapter 2 --- Inferencing and Its Relationship to Learning Strategy and Reading / Chapter 2.1 --- Overview of Learning Strategies --- p.6 / Chapter 2.1.1 --- Definitions of a Strategy --- p.6 / Chapter 2.1.2 --- Classification of Learning Strategies --- p.7 / Chapter 2.1.3 --- Use of Strategies by 'Good' and 'Poor' Language Learners --- p.10 / Chapter 2.1.4 --- Importance of Learning Strategy Training for L2 Learner --- p.11 / Chapter 2.2 --- General Theories Related to Reading --- p.14 / Chapter 2.2.1 --- Definitions of Reading --- p.14 / Chapter 2.2.2 --- Conventional Models in Reading --- p.14 / Chapter 2.2.2.1 --- Bottom-up Processing --- p.14 / Chapter 2.2.2.2 --- Top-down Processing --- p.16 / Chapter 2.2.2.3 --- Interactive Processing --- p.16 / Chapter 2.2.2.4 --- Schema Theory --- p.19 / Chapter 2.2.2.5 --- Relationship between Connection of Ideas in a Text and The Theories --- p.20 / Chapter 2.3 --- Inferencing --- p.21 / Chapter 2.3.1 --- Definitions of Inferencing --- p.21 / Chapter 2.3.2 --- Inferencing Strategies of 'Skilled' and 'Less Skilled' Language Learners --- p.27 / Chapter 2.3.2.1 --- Challenges for Second Language (L2) Students --- p.27 / Chapter 2.3.3 --- Approaches to Investigate Inferencing --- p.28 / Chapter 2.3.3.1 --- Experimental Approach --- p.28 / Chapter 2.3.3.2 --- Case Study Approach --- p.31 / Chapter 2.3.4 --- Further Investigation of Inferencing Strategy Training Program --- p.32 / Chapter 2.3.4.1 --- Areas Recommended for Future Research --- p.32 / Chapter 2.4 --- Summary --- p.33 / Chapter Chapter 3 --- Methodology / Chapter 3.1 --- Design Characteristics --- p.34 / Chapter 3.2 --- Construction of Instruments --- p.35 / Chapter 3.2.1 --- Training Passages --- p.35 / Chapter 3.2.2 --- Reading Ability Test --- p.39 / Chapter 3.2.3 --- Pre and Posttest --- p.39 / Chapter 3.2.4 --- Background Questionnaire --- p.40 / Chapter 3.2.5 --- Reading Behavior Questionnaire --- p.40 / Chapter 3.2.6 --- Response Questionnaire --- p.41 / Chapter 3.2.7 --- Observation Form --- p.41 / Chapter 3.2.8 --- Guessing Game --- p.42 / Chapter 3.2.9 --- Self-monitoring Checklist --- p.43 / Chapter 3.3 --- Pilot-testing of Materials --- p.43 / Chapter 3.3.1 --- Subjects --- p.44 / Chapter 3.3.2 --- Procedures --- p.44 / Chapter 3.3.3 --- Modifications --- p.46 / Chapter 3.4 --- Study --- p.48 / Chapter 3.4.1 --- Subjects --- p.48 / Chapter 3.4.2 --- Observer --- p.49 / Chapter 3.4.3 --- Experimental Procedures --- p.49 / Chapter 3.4.3.1 --- Overview of Procedure --- p.50 / Chapter 3.4.3.1.1 --- Administering of Pretest --- p.51 / Chapter 3.4.3.1.2 --- Treatment of Two Groups --- p.52 / Chapter 3.4.3.1.3 --- Lecture --- p.52 / Chapter 3.4.3.1.3.1 --- Pre-reading Activity --- p.53 / Chapter 3.4.3.1.3.2 --- Guessing Game --- p.53 / Chapter 3.4.3.1.3.3 --- Summary of Exercise --- p.54 / Chapter 3.4.3.1.3.4 --- Discussion of Answers --- p.54 / Chapter 3.4.3.1.3.5 --- Response Questionnaire --- p.55 / Chapter 3.4.3.1.4 --- Administering of Posttest --- p.55 / Chapter 3.4.3.1.5 --- Interviews --- p.56 / Chapter 3.4.3.1.6 --- Diary --- p.56 / Chapter 3.5 --- Data Analysis --- p.56 / Chapter Chapter 4 --- Research Findings / Chapter 4.1 --- General Picture --- p.58 / Chapter 4.2 --- Hypotheses Tested --- p.59 / Chapter 4.2.1 --- Hypothesis1 --- p.60 / Chapter 4.2.2 --- Hypothesis2 --- p.61 / Chapter 4.3 --- Subjects' Responses --- p.64 / Chapter 4.3.1 --- Background Questionnaire --- p.64 / Chapter 4.3.2 --- Response Questionnaire --- p.71 / Chapter 4.3.3 --- Reading Behavior Questionnaire --- p.77 / Chapter 4.3.4 --- Interviews --- p.78 / Chapter 4.3.4.1 --- Attitudes Towards The Cloze Exercises --- p.80 / Chapter 4.3.4.2 --- Usefulness of The Training --- p.86 / Chapter 4.3.4.3 --- Applicability of The Inferencing Skills --- p.87 / Chapter 4.3.4.4 --- Time --- p.91 / Chapter 4.3.4.5 --- Attention Level --- p.95 / Chapter 4.3.4.6 --- Instructor's Performance --- p.99 / Chapter 4.3.4.7 --- Subjects' Suggestions for Improving The Course --- p.103 / Chapter 4.3.4.7.1 --- Use of Words in the Passages --- p.103 / Chapter 4.3.4.7.2 --- Medium of Instruction --- p.103 / Chapter 4.3.4.7.3 --- Classroom Atmosphere --- p.104 / Chapter 4.3.4.7.4 --- Others --- p.105 / Chapter 4.4 --- Observer's Responses --- p.106 / Chapter 4.4.1 --- Observation Forms --- p.106 / Chapter 4.4.1.1 --- Structure of The Training Lesson --- p.106 / Chapter 4.4.1.2 --- Instructor's Performance --- p.107 / Chapter 4.4.1.3 --- Classroom Atmosphere --- p.108 / Chapter 4.4.1.4 --- Overall Comments --- p.110 / Chapter 4.4.2 --- Interviews --- p.111 / Chapter 4.4.2.1 --- Pre-training --- p.111 / Chapter 4.4.2.1.1 --- Difficult Area for Students in Learning English --- p.111 / Chapter 4.4.2.1.2 --- Strategies for Reading --- p.112 / Chapter 4.4.2.1.3 --- Difficulties --- p.113 / Chapter 4.4.2.2 --- Post-training --- p.113 / Chapter 4.4.2.2.1 --- Observer's Perception on Subject's Interest --- p.113 / Chapter 4.4.2.2.2 --- Introduction of More Strategies --- p.114 / Chapter 4.4.2.2.3 --- Subjects' Improvement --- p.116 / Chapter 4.4.2.2.4 --- Overall Comments on The Training --- p.116 / Chapter 4.5 --- Instructor's Diary --- p.117 / Chapter 4.6 --- Summary --- p.124 / Chapter Chapter 5 --- Discussion on Research Findings / Chapter 5.1 --- Hypothesis1 --- p.125 / Chapter 5.2 --- Hypothesis2 --- p.128 / Chapter 5.3 --- Problems Revealed from The Study --- p.130 / Chapter 5.3.1 --- Levei of Difficulty of Words Used in The Passages --- p.130 / Chapter 5.3.2 --- Subjects' Reaction to The Structure of The Lesson --- p.132 / Chapter 5.3.3 --- Lack of Motivation of the Subjects --- p.134 / Chapter 5.3.4 --- Lack of Teaching Experience of The Instructor (Researcher) --- p.135 / Chapter 5.3.5 --- Misleading Responses to The Response Questionnaires (RQs) --- p.136 / Chapter 5.4 --- Summary --- p.137 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Major Findings --- p.138 / Chapter 6.2 --- Limitations of The Study --- p.140 / Chapter 6.3 --- Pedagogical Implications --- p.142 / Chapter 6.4 --- Recommendations for Future Research --- p.144 / Chapter 6.5 --- Summary --- p.145 / Appendices --- p.146 / References --- p.278
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_323475 |
| Date | January 2001 |
| Contributors | Cheung, Po-yan., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, xiii, 285 leaves ; 30 cm. |
| Coverage | China, Hong Kong, China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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