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Metacognitive and Cognitive Strategy Use in Reading Comprehension: A Structural Equation Modelling Approach de Limei Zhang

Metacognitive and Cognitive Strategy Use in Reading Comprehension: A Structural Equation Modelling Approach

Autor Limei Zhang
en Limba Engleză Paperback – 25 ian 2019
This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates  the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.
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Specificații

ISBN-13: 9789811348556
ISBN-10: 9811348553
Pagini: 166
Ilustrații: XIV, 166 p. 14 illus.
Dimensiuni: 155 x 235 mm
Greutate: 0.26 kg
Ediția:Softcover reprint of the original 1st ed. 2018
Editura: Springer Nature Singapore
Colecția Springer
Locul publicării:Singapore, Singapore

Cuprins

Chapter One Introduction.- Chapter Two Development of the Framework of Language Use.- Chapter Three Reading Comprehension and Strategy Use.- Chapter Four Study Procedures and Data Collection.- Chapter Five Effect of Metacognitive and Cognitive Strategy Use on Reading Test Performance.- Chapter Six Gender Differences in Metacognitive and Cognitive Strategy Use and Reading Test Performance.- Chapter Seven Implications and Recommendations.

Notă biografică

Limei Zhang is a Lecturer at the Singapore Centre for Chinese Language, Nanyang Technological University. Limei has taught TESOL courses, language assessment and research methods in China and Singapore. She has been a Principal Investigator in several research projects sponsored by the Ministry of Education in Singapore, and has published in the area of language testing and second language acquisition.

Caracteristici

Investigates the relationships between strategy use and reading test performance using a large sample of Chinese college-level test takers Demonstrates how the confirmatory factor analysis approach can be employed to investigate the underlying structure of EFL reading tests Highlights the pedagogical implications for school instructors, especially in terms of teaching second/foreign language reading skills Includes supplementary material: sn.pub/extras