研究資料首頁-> 研討會論文
研究資料明細
| 論文名稱 | Revisiting Threshold Hypothesis Theory in a Screen-Based Reading Environment |
| 研討會開始日期 | 2010-05-24 |
| 研討會結束日期 | 2010-05-27 |
| 所有作者 | 周宜佳 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | 12th Annual International Conference on Education |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATGRC-希臘 |
| 研討會舉行之城市 | 雅典 |
| 發表年份 | 2010 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
|
| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
Nowadays, more and more reading takes place in a screen-based environment due to the proliferation of personal computers and digital libraries today. This study intends to explored four English-as-a-second-language graduate students’ reading strategies in both conventional (paper-based) and screen-based reading environments. Data were collected through interviews and observations. The results showed that readers’ paper-based reading experience is a contribution to their L2 reading ability when reading screen-based texts. Most students applied a few strategies that they used when reading hardcopy materials to screen-based materials. Most of the strategies can be considered as cognitive ones. However, specific strategies were found when students read in a screen-based environment. Those can be categorized as metacognitive strategies. The differences may be because of students’ perception toward reading in these two modes is different. Students considered hardcopy reading as a careful-and-thorough type while on-screen reading as a snatch-and-grab type of reading. Therefore, they tended to select certain reading mode based on their reading purpose. This study provides a more in-depth understanding of how students actually read in both reading environments. It also raises an awareness of the necessity to teach students specific strategies needed to read in a screen-based environment.
