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1、论文阅读与评价 Paper 2,文秋芳中国外语教育研究中心2008年7月,By Carol A. Fraser,Reading Rate in L1 Mandarin Chinese and L2 English Across Five Reading Tasks,Topics to be covered,Research questionsVariablesJustification of the current study,Research questions,Q1:Is there a difference in reading rate (L1 vs. L2) for each of
2、the five tasks? If so, the same across all the tasks?Q2:Is there a difference (L1 vs. L2) in task performance on the scanning, skimming, learning and memorizing tasks?Q3:Are there group differences (Canada group vs. China group)?,Variables,Independent variables,Control variables,Moderator variable,D
3、ependent variables,Task types,Language types,Group types,Independent Variables,Learning,Scanning,Skimming,Rauding,Memorizing,Canada Group,China Group,L1(Chinese),L2(English),normal reading,Moderator variableL2 proficiency,Examine the impact of L2 proficiency on L2 reading rate and task performance,
4、The listening scores of CELT used as a covariate,Variables,Independent variables,Control variables,Moderator variable,Dependent variables,Reading rate reflecting reading fluency: an important issue for many ESOL students.,English speakers of other languages,Justifications,Justifications,A considerab
5、le gap in L1/L2 reading rates for the majority of L2 readersDifficult to interpret the extent and significance of the observed L1/L2 reading rate gapLittle research done on the nature of the reading performance behavior among L2 learners,Justifications,Little research done on the relationship betwee
6、n the reading rates and reading performancePrevious studies on reading rate confining to one task type,Some related terms,Reading fluencyHierarchy of five tasks,Reading fluency,“The ability to read text rapidly, smoothly, effortlessly and automatically with little attention to the mechanics of readi
7、ng such as decoding” (Meyer, 1999, p. 284).,Research design,ParticipantsMeasuresProceduresData collectionQuestions,Participants,Native speakers of Mandarin Chinese Learning English as an L2,14+27 45Much greater variability within the Canada Group than the China Group,Measures,CELT: Form A, listening
8、 portion10 short expository texts from TOEFLVarious measures used to match the difficulty level of the passagesMicrosoft word 2000 counts, average, readability statisticsPerformance measures of five tasks:,* Can the listening portion alone test the language proficiency on the whole?,Performance meas
9、ures,Data Collection,Two Phases:CELT scores L2 proficiencyResearch booklets of tasks reading rate and task performances,The order counterbalanced,The order of presentation was counterbalanced for both language (L1 or L2) and passage (PA or PB),Task 1 ABL2A L2BL1AL1B,L1A L2BL2B L1AL2A L1BL1B L2AL1A L
10、2BL2B L1AL2A L1BL1B L2A,Data analysis,Descriptive statisticsA repeated measures ANOVA (单因素重复测量方差分析）used to compare the reading rates and task performance of the two groups of native speakers of Mandarin Chinese in their L1 and L2 across five different reading tasksA repeated measures ANCOVA(单因素协方差重复
11、测量分析) applied to the L2 rate variables and multivariate ANCOVA（多因素协方差重复测量分析） applied to the performance variables,Results,Measures on Reading Rate (Table 1)Repeated measures ANOVA applied to compare L1 to L2 reading rates across the five tasks (Table 2),Q1: Is there a difference in reading rates (L1
12、 vs. L2 for each of the five tasks?,In general, the task rates in both the L1and L2 reading conditions followed the faster to slower hierarchy The Chinese participants in this study read faster in the L1 (Chinese) condition than in the L2 (English) condition on all five tasks.,The differences or cha
13、nges in reading rate from L1 to L2 passages were for the most part not the same between tasks.There was more change in reading rates between pairs of tasks in the L1 than in the L2.,Q1: Is this difference the same across all tasks?,Higher scores on the performance measures in their L1 than their L2
14、tasks except the multiple-choice questions attached to the learning taskGreatest differences between L1 and L2 performance measures in the skimming and memorizing tasks,Q2: Is there a difference (L1 vs. L2) in task performance on the scanning, skimming, learning and memorizing tasks?,Q3: Are there g
15、roup differences in reading rate?,The Canada group had less difference in L1/L2 reading rates than the China group.The China Group read faster on all L1 reading Tasks than the Canada Group.,Q3: Are there group differences in task Performance across four reading tasks?,The China group had higher scor
16、es than the Canada group on all measures except the L2 recall task.The Canada group demonstrated a much smaller difference in their L1/L2 recall scores than the China group.,Problems in design,Independent variablesLanguage typesTask types Group typesLanguage proficiency,Problems in design,Dependent
17、variablesReading ratePerformance measures,Problems in writing: title,Reading rate and task performance In L1 mandarin Chinese and L2 English Across five reading tasks.,Problems in writing: Structure,Literature reviewMethod participants measures procedures research design research question data analy
18、sis & resultsDiscussion and conclusions,Literature reviewResearch questionResearch designParticipantsmaterialsData collection Data analysisResults and discussionsConclusions,Results,Performance measures for the two groups (Table 3) (An error in the time of the table)Repeated measues ANOVAs applied s
19、eparately to each of the four pformance variables to compare L1 to L2 performance (Table 4).,二、论文写作,写作态度论文选题论文结构文献部分,三、论文分析与评价演示,开头需说明分工情况回答6个问题，但次序不固定报告人的分工尽量均匀重点要放在评价上，要控制每人报告的时间分析与评价可以分开做，也可以结合起来做,Task distribution,Research questions Variables Zhang Huimei JustificationResearch Design Xu SonghuiData analysis and Results Ding FuyanInterpretation and comment GaoShaofen,