摘要
本研究调查了预习对学生语言习得成效的影响,并对两种预习活动的效果进行了比较,即提供提前阅读材料和提供背景知识。在本研究中82名受试者被任意分成四个小组,阅读两篇课文。通过方差分析,结果表明提供提前阅读材料和两种方法同时使用的阅读效果比仅提供背景知识的阅读效果要好。问卷调查表明学生对预习普遍持赞成态度。本研究认为,教师应使用预习来提高语言习得成效,但同时,要视具体情况而定。
The study investigated the effects of two preview activities, providing pre- reading materials and providing background knowledge, on 82 English majors＇reading comprehension and their attitudes toward preview. They were randomly assigned to one of four groups and read two texts. Through the analysis of variance, the results show strong positive effects of the pre - reading and combined treatments and weaker positive effects of the background knowledge treatment. The questionnaire shows the students＇positive attitudes toward preview. Teachers should use preview to increase language acquisition, but at the same time this depends on the particular situations.
出处
《湖北师范学院学报（哲学社会科学版）》
2009年第4期143-146,共4页
Journal of Hubei Normal University（Philosophy and Social Science）
关键词
预习
提前阅读
背景知识
preview
pre - reading
background knowledge
