![中国文化背景与英语阅读](https://cover.qianqiantushu.cc/64/s6b4592e.jpg)
![中国文化背景与英语阅读](https://cover.qianqiantushu.cc/64/s6b4592e.jpg)
中国文化背景与英语阅读PDF电子书下载
- 电子书积分:9 积分如何计算积分?
- 作 者:彭思祥著
- 出 版 社:北京:光明日报出版社
- 出版年份:2014
- ISBN:7511268471
- 页数:200 页
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 General Statement of the Problem 3
1.2.1 English Teaching and Learning in China 3
1.2.1.1 The Role of Reading in English Teaching Syllabi ofAll Levels 3
1.2.1.2 English Testing 4
1.2.2 Research into Thinking Styles in China 4
1.3 Purpose of the Study 5
1.4 Research Questions 5
1.5 Significance of the Study 6
1.6 Definitions of Terms 6
1.6.1 Cognitive Style 6
1.6.2 College English Curriculum Requirements 7
1.6.3 English Major EFL Learners 7
1.6.4 Item-Objective Congruence Index 7
1.6.5 Multiple Intelligences 7
1.6.6 New English Curriculum 7
1.6.7 National Matriculation English Test 8
1.6.8 Reading Performance 8
1.6.9 Test for English Majors 8
1.6.10 Thinking Styles 8
1.6.11 Teaching Syllabus for English Majors 8
1.7 Summary 9
CHAPTER TWO REVIEW OF THE RELATED LITERATURE 10
2.1 Theories Related to Multiple Intelligences,Thinking Styles and Reading Strategies 10
2.1.1 Multiple Intelligences 10
2.1.1.1 The Definition of Intelligence 10
2.1.1.2 Gardner's Criteria for Intelligence 10
2.1.1.3 Multiple Intelligences Theory 11
2.1.1.4 Measurement—Multiple Intelligences Questionnaire 15
2.1.1.4.1 The Multiple Intelligences Development Assessment Scales 15
2.1.1.4.2 Multiple Intelligences Inventory 15
2.1.1.5 Multiple Intelligences Theory and Second Language Learning 15
2.1.1.6 Summary 16
2.1.2 Theory of Cognitive Style 17
2.1.2.1 The Definition of Cognitive Style 17
2.1.2.2 The Development of Cognitive Style 18
2.1.2.2.1 The Three-layer“Onion”Model 18
2.1.2.2.2 Model of Two Style Dimension 18
2.1.2.2.3 Sternberg and Grigorenko's Categorization of Styles 19
2.1.3 Theory of Thinking Styles 21
2.1.3.1 Definition of Thinking Styles 21
2.1.3.2 Stemberg's Theory of Mental Self-government 22
2.1.3.3 Zhang and Steinberg's Three-Dimensional Model of Thinking Style 23
2.1.3.4 Measurement-Thinking Styles Inventory 23
2.1.4 Language Learning Strategies 24
2.1.4.1 Definitions of Language Learning Strategies 24
2.1.4.2 The Classification of Language Learning Strategies 25
2.1.4.2.1 Classification of Language Learning Strategies by Oxford 25
2.1.4.2.2 Classification of Language Learning Strategies by O'Malley and Chamot 27
2.1.4.2.3 Classification of Language Learning Strategies by Stoffer 28
2.1.4.2.4 Classification of Language Learning Strategies by Cohen 30
2.1.4.2.5 The Classification of Language Learning Strategies in China 30
2.1.5 Reading Strategies in a Foreign/Second Language Learning 31
2.1.5.1 Definition of Reading Strategies 31
2.1.5.2 Classifications of Reading Strategies 32
2.1.5.3 Reading Strategies Questionnaire 32
2.1.5.3.1 The Strategy Inventory for Language Learning by Oxford 32
2.1.5.3.2 The Survey of Reading Strategies by Sheorey and Mokhtaris 33
2.1.5.3.3 The Language Strategy Survey by Cohen and Chi 33
2.1.6 Teaching Syllabus for English Majors and the Test for English Majors Grade Four in China 33
2.2 Previous Research Studies into Multiple Intelligences,Thinking Styles,and Reading Strategies 34
2.2.1 Interrelationship between Multiple Intelligences,Thinking Styles,and Reading Performance Achievement 34
2.2.2 Relationship between Multiple Intelligences/Thinking Styles/Reading Strategies and Academic Performance/Achievement 36
2.2.2.1 Relationship between Multiple Intelligences and Academic Performance 36
2.2.2.2 Relationship between Thinking Styles and Academic Performance 41
2.2.2.3 Relationship between Reading Strategies and Reading Performance 44
2.3 Summary 48
CHAPTER THREE RESEARCH METHODS AND MATERIALS 49
3.1 Research Design 49
3.2 Participants 50
3.3 Conceptual Framework of the Study 50
3.4 Research Instruments 51
3.4.1 Questionnaires 51
3.4.1.1 Multiple Intelligences Inventory 52
3.4.1.2 The Thinking Styles Inventory 53
3.4.1.3 The Reading Strategies Questionnaire 53
3.4.1.4 Validity and Reliability Check 54
3.4.1.4.1 Content Validity Check 54
3.4.1.4.2 Reliability Check for the Questionnaire 54
3.4.2 Test-Reading Comprehension Test 55
3.5 Data Collection Procedures 55
3.5.1 The Three Online Questionnaires 55
3.5.2 Reading Comprehension Test 56
3.6 Ethicai Issues in Data Collection 56
3.7 Data Analysis Methods 57
3.7.1 Descriptive Statistics and One-Way ANOVA 57
3.7.2 Independent-Sample T-test 57
3.7.3 Pearson's Correlation Coefficient(r) 57
3.7.4 Multiple Regression Analysis 57
3.8 Pilot Study 58
3.9 Summary 58
CHAPTER FOUR DATA ANALYSIS AND RESULTS 59
4.1 Results of Cronbach's Alphas Coefficients for Online Questionnaires 59
4.2 Description of Participants 60
4.2.1 Participants'Ethnic Origin and Gender in Taking the Reading Comprehension Test 60
4.2.2 Participants'Ethnic Origin and Gender for the Three Questionnaires 60
4.3 Results of the Reading Comprehension Test 61
4.4 Results in Relation to Research Questions 62
4.4.1 Results in Relation to Research Question 1 62
4.4.1.1 The Degree of Participants'Response to Online Questionnaires 62
4.4.1.2 Results of Descriptive Statistics for Three Online Questionnaires 63
4.4.1.2.1 Descriptive Statistics for Multiple Intelligences 63
4.4.1.2.2 Descripfive Statistics for Thinking Styles 64
4.4.1.2.3 Descriptive Statistics for Reading Strateges 65
4.4.1.3 Results of Independent Sample T-Tests for Gender Differences in Multiple Intelligences,Thinking Styles,and Reading Strategies 65
4.4.1.3.1 T-Tests for Gender Differences in Multiple Intelligences 65
4.4.1.3.2 T-Test for Gender Differences in Thinking Styles 66
4.4.1.3.3 T-Test for Gender Differences in Reading Strategies 67
4.4.1.4 The Results of One-Way ANOVA for Ethnic Differences in Multiple Intelligences,Thinking Styles,and Reading Strategies 68
4.4.1.4.1 One-Way ANOVA for Ethnic Differences in Multiple Intelligences 68
4.4.1.4.2 One-Way ANOVA for Ethnic Differences in Thinking Styles 71
4.4.1.4.3 One-Way ANOVA for Ethnic Differences in Reading Strategies 75
4.4.2 Results in Relation to Research Question 2 75
4.4.2.1 Criterion for Pearson's Correlation Coefficient(r) 76
4.4.2.2 Results of Relationship between Multiple Intelligences and Thinking Styles 76
4.4.3 Results in Relation to Research Question 3 77
4.4.4 Results in Relation to Research Question 4 78
4.4.5 Results in Relation to Research Question 5 79
4.4.5.1 Results ofPearson Correlation Calculation between Multiple Intelligences,Thinking Styles,Reading Strategies,and Reading Performance 80
4.4.5.2 Results of Multiple Regressions for Multiple Intelligences,Thinking Styles,Reading Strategies and Reading Performance 82
4.4.5.2.1 Regression for Multiple Intelligences and Reading Performance 82
4.4.5.2.2 Regression for Thinking Styles and Reading Performance 83
4.4.5.2.3 Regression for Reading Strategies and Reading Performance 85
4.5 Summary 87
CHAPTER FIVE DISCUSSION OF RESEARCH FINDINGS 88
5.1 Reliability 88
5.2 Participants 89
5.3 Reading Comprehension Test 90
5.4 Research Questions 91
5.4.1 The Overall Profiles for Multiple Intelligences/Thinking Styles/Reading Strategies,Gender Differences,and Ethnicity Differences 92
5.4.1.1 Multiple Intelligences 92
5.4.1.2 Thinking Styles 94
5.4.1.3 Reading Strategy Use 96
5.4.1.4 Gender Differences 97
5.4.1.5 Ethnicity Differences 99
5.4.2 Relationships between Multiple Intelligences and Thinking Styles 101
5.4.3 Relationships between Multiple Intelligences and Reading Strategies 102
5.4.4 Relationships between Thinking Styles and Reading Strategies 102
5.4.5 The Interrelationships between Multiple Intelligences,Thinking Styles,and Reading Strategies 103
5.4.6 The Inventories of Multiple Intelligences and Thinking Styles 104
5.4.7 The Extent to which Reading Performance Can be Predicted by Multiple Intelligences,Thinking Styles,and Reading Strategies 105
5.4.7.1 Multiple Intelligences and Reading Performance 105
5.4.7.2 Thinking Styles and Reading Performance 106
5.4.7.3 Reading Strategies and Reading Performance 107
5.4.7.4 The Training of Multiple Intelligences,Thinking Styles,and Reading Strategies 108
5.5 Summary 108
CHAPTER SIX CONCLUSIONS,IMPLICATIONS,AND RECOMMENDATIONS 109
6.1 Summary of the Major Findings 109
6.2 Pedagogical Implications 111
6.2.1 Government Departments and Institutions 112
6.2.2 Policy-makers and Curriculum Planners 112
6.2.3 Instructors/Teachers 113
6.2.4 Parents 113
6.2.5 Students/Learners 113
6.3 Limitations of the Study 114
6.4 Recommendations for Further Research 114
REFERENCES 116
APPENDIX A 135
APPENDIX B 151
APPENDIX C 157
APPENDIX D 173
APPENDIX E 179
APPENDIX F 183
- 《高级英语阅读与听说教程》刘秀梅编著 2019
- 《东北民歌文化研究及艺术探析》(中国)杨清波 2019
- 《新课标背景下英语教学理论与教学活动研究》应丽君 2018
- 《大学英语教学的跨文化交际视角研究与创新发展》许丽云,刘枫,尚利明著 2020
- 《阅读指要》陈艺鸣编著 2020
- 《语文阅读与写作教学研究》李玉红,陈晓玲,王芬著 2018
- 《世界名著阅读经典 欧也妮·葛朗台 高老头 全译本 12-16岁》(法)巴尔扎克著 2017
- 《跨文化交际背景下的中西文化比较研究》任永进,贺志涛著 2019
- 《生态文化建设的社会机制研究》阮晓莺著 2019
- 《党内政治文化建设指南》苏玉主编 2017
- 《海棠花粉电镜图谱》张往祥著 2018
- 《中等应变速率花岗岩的动态力学特性研究》夏祥著 2018
- 《闻一多与中国学术史》刘殿祥著 2020
- 《民国文化与文学研究文丛 五编 第4册 中国新文学广告图志 上》彭林祥著 2015
- 《马融年谱》吴从祥著 2019
- 《广州城市公共空间形态及其演进》周祥著 2019
- 《现代江南小城镇文学研究》余连祥著 2018
- 《大学生人际关系困惑及干预策略研究》李本祥著 2018
- 《大别山特色文化资源利用研究》余维祥著 2016
- 《党支部领导方法与创新》赵洪祥著 2018
- 《指向核心素养 北京十一学校名师教学设计 英语 七年级 上 配人教版》周志英总主编 2019
- 《北京生态环境保护》《北京环境保护丛书》编委会编著 2018
- 《指向核心素养 北京十一学校名师教学设计 英语 九年级 上 配人教版》周志英总主编 2019
- 《高等院校旅游专业系列教材 旅游企业岗位培训系列教材 新编北京导游英语》杨昆,鄢莉,谭明华 2019
- 《指向核心素养 北京十一学校名师教学设计 数学 九年级 上 配人教版》周志英总主编 2019
- 《光明社科文库 南岳旅游文化》刘国武,申秀英 2019
- 《光明社科文库 社会网络与贫富差距 经验事实与实证分析》何金财 2019
- 《西单大杂院-北京老舍文学院首届中青年作家高研班学员小说作品集》北京老舍文学院编 2019
- 《指向核心素养 北京十一学校名师教学设计 数学 七年级 上 配人教版》周志英总主编 2019
- 《北京人民艺术剧院剧本系列 白露》刘国华,马鹏程 2019