XML Fundamentals Transparency No. 1 XML Fundamentals Cheng-Chia Chen.
Chia li chen 9922604 2011.1.12
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Transcript of Chia li chen 9922604 2011.1.12
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Extensive reading and development of different aspects of L2 proficiency
Presenter : Chia- Li Sabina Chen
Instructor : Dr. Pi-Ying Teresa Hsu Date : January 12, 2011
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Citation
Yamashita, J. (2008). Extensive reading and
development of different aspects of L2
proficiency. System 36, 661- 672.
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Contents
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Introduction
Methodology
Results
Conclusions
Discussions
Reflections
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Contents
4
Introduction
Methodology
Results
Conclusions
Discussions
Reflections
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Introduction
Extensive reading
reading in quantity and in order to gain a general understanding of what is read
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Introduction
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beneficial effects of extensive reading on various aspects of L2 ability
reading comprehension & reading speed
vocabulary grammar reading & writing
a collection of disparate
abilities/skills
general L2 proficiency
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Purpose of the study
-To explore different effects of extensive reading on
different aspects of L2 ability
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Research question
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In which aspect of L2 ability does the effect of
extensive reading appear more quickly, reading ability
or linguistic ability?
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Contents
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Introduction
Methodology
Results
Discussions
Conclusions
Reflections
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Methodology
participants
materials
research design
procedure
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Post-class questionnaire of an open-ended format
Methodology
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38 freshmen EFL reading class
agricultural studies
23 students
• did not have any opportunity to use English
15 students
• 11 →listening to English songs• 1 → speaking with an overseas student• 2 → reading English newspapers • 3 → reading a biology textbook in English• 2 → teaching English to secondary school students
Samples are 31
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Methodology
Edinburgh Project on Extensive Reading (EPER)
Placement/progress tests (PPT)
Version A : 141 items Cronbach’s alpha 0.78
Version B: 147 itemsCornbach’s alpha 0.79
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Edinburgh Project on Extensive Reading (EPER)
1. It is a non-profit making research and development project
set up in 1981 by ELTC in the University of Edinburgh.
2. A systematic use of graded readers within an extensive reading programme that forms an integral part of the ELT syllabus.
3. It is classified 8 levels of difficulty (G, F, E,
D, C, B, A and X), of which G is elementary
and X is advanced.
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placement/progress tests (PPT)
1. cloze tests that measure general
proficiency and are correlated with EPER
reading levels.
2. can be used at the start of a programme to identify students’ starting levels and during the programme to measure progress.
3. Parallel Versions A, B or E
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Methodology
Edinburgh Project on Extensive Reading (EPER)
Extensive reading tests (ERT)
Versions 1
Cronbach’s alpha
40 questions
0.84 (weighted) 0.89 (unweighted)
Versions 2
Cronbach’s alpha
41 questions
0.86 (weighted) 0.89 (unweighed)
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Extensive reading tests (ERT)
1. Written specifically to test performance in
extensive reading at each of the 8 EPER levels.
2. Parallel Version 1 or 2
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“weighted and unweighted”?
1. The weighted mean is similar to an arithmetic mean and plays a role in descriptive statistics and also occurs in a more general form in several other areas of mathematics.
2. 加權平均數 (weighted mean) :適用於因各個數值之重要程度不同,須用不同權數表示不同比重時。
3. 算術平均數 (arithmitic mean) ,簡稱平均數 亦稱非加權平均數 (unweighted mean) 。
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Research Design
Group 1
• pretest – version A & 1• posttest – version B & 2
Group 2
• pretest – version B & 2• posttest – version A & 1
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Based on the author’s experience of using this test to similar populations of Japanese students in the past years.
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Procedure
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1st week pretest
2nd week PPT
3rd week ERT
?13th week Posttest (PPT)
14th week ERT
15th week Summary of the programme & post-class
questionnaire
The author did not mention it.
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Contents
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Introduction
Methodology
Results
Discussions
Conclusions
Reflections
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Not significant
Min Max Mean SD
PPTPretest 17 44 34.58 5.92
Posttest 23 51 36.61 7.12
ERTPretest 16 58 37.73 10.25
Posttest 22 58 43.05 10.24
Results
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Descriptive statistics of PPT and ERT
Total score: PPT = 100, ERT = 60. p < 0.001
The difference was significant.
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Contents
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Introduction
Methodology
Results
Conclusions
Discussions
Reflections
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reading ability
Conclusions
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In which aspect of L2 ability does the effect of extensive
reading appear more quickly, reading ability or linguistic
ability?
L2 linguistic ability
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Contents
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Introduction
Methodology
Results
Conclusions
Discussions
Reflections
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The benefit of extensive reading is more likely to be manifest in general reading ability.
The progress in micro-level linguistic ability such as vocabulary, spelling and morphosyntax may follow later.
Discussions
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Discussions
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The study attribute gains on test scores to extensive reading more reliably.
The participants have already developed skilled reading strategies in their L1 reading, but not L2 reading.
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Contents
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Introduction
Methodology
Results
Conclusions
Discussions
Reflections
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Make further efforts to specify and measure different components of L2 ability.
Adopt more rigid research design, and incorporate not only larger numbers of learners but also different types of learners in different contexts.
Reflections
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Reflections
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Using reading strategies to enhance students’
reading comprehension.
Only t-tests were employed so that it was hard to showed clearly the comparison between group 1 and group 2.
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Thanks for your listening!With love
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