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雅思的發展：背景知識對閱讀理解的影響研究（簡體書）
- ISBN13：9787544654128
- 出版社：上海外語教育出版社
- 作者：(英)卡羅琳‧克拉彭
- 裝訂／頁數：平裝／303頁
- 規格：24cm*17cm (高/寬)
- 版次：一版
- 出版日：2018/12/01
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《雅思的發展：背景知識對閱讀理解的影響研究（英文版）/劍橋語言測試研究叢書》主要研究被測試者的背景知識對于其完成雅思閱讀理解題目的影響。全書共分11章，梳理了雅思考試的起源，測試形式和題目設計的演變，考察了不同國家、不同學科考生在完成雅思閱讀理解題目時的不同表現及其原因。整體而言，《雅思的發展：背景知識對閱讀理解的影響研究（英文版）/劍橋語言測試研究叢書》思路清晰，語言流暢，適合外語院校師生、測試研究者、雅思考生閱讀和參考。
目次
Series Editor's note
Preface
Acknowledgements
Chapter One Introduction
English for Specific Purposes
ESP Testing
Research into ESP testing
Chapter Two Reading in a First Language
Reading Research
Models of Reading Comprehension
Schema Theory
Limitations of Schema Theory
Research into the Effect of Content and Cultural Background
Knowledge on Reading
Conclusions about Reading in a First Language
Chapter Three Reading in a Second Language
Comparison of L 1 and L2 Reading Processes
The Effect of Context and Background Knowledge on L2 Reading
Comprehension
Overall Conclusions about Reading in a Second Language
Outstanding Research Issues
Chapter Four The Development of the IELTS Reading Modules
The Precursors of IELTS
IELTS - Designing the Reading Modules
IELTS Trials
Construct of the IELTS Reading Modules
Conclusion
Chapter Five The Pilot Study
Research Question
The Tests
The Examinees
Analysis
The Results
Discussion
The Main Study
Chapter Six The Main Study - Research Questions and Data Collection
Research Questions
Research Instruments
The Students
Test Administration
Test Results
Conclusion
Chapter Seven The Effect of Academic Subject Area on Test Performance Section 1： Analysis of Variance - the Complete Tests
Section 2： The Reading Subtests
Section 3： Item Bias
Section 4： Unanswered Items
Conclusion
Chapter Eight Reasons for the Variation in Subtest Specificity
Familiarity of Subject Area and Topic
Subject Specialists' Views
Conclusion
Chapter Nine Text Source and the TMC Rating Instrument
Source of Reading Passages
Bachman's TMC Instrument
Conclusion
Chapter Ten Language Proficiency and Background Knowledge
The Revised Reading Modules
Effect of Background Knowledge on Reading Comprehension
Multiple Regression Analysis
Language Proficiency and the Effect of Background Knowledge
Conclusion Chapter Eleven Conclusions
The Research Questions
Research Implications
ESAP or EGAP
Suggestions for Further Research
Summary of the Main Findings
References
Appendices
Subject Index
Author Index
Preface
Acknowledgements
Chapter One Introduction
English for Specific Purposes
ESP Testing
Research into ESP testing
Chapter Two Reading in a First Language
Reading Research
Models of Reading Comprehension
Schema Theory
Limitations of Schema Theory
Research into the Effect of Content and Cultural Background
Knowledge on Reading
Conclusions about Reading in a First Language
Chapter Three Reading in a Second Language
Comparison of L 1 and L2 Reading Processes
The Effect of Context and Background Knowledge on L2 Reading
Comprehension
Overall Conclusions about Reading in a Second Language
Outstanding Research Issues
Chapter Four The Development of the IELTS Reading Modules
The Precursors of IELTS
IELTS - Designing the Reading Modules
IELTS Trials
Construct of the IELTS Reading Modules
Conclusion
Chapter Five The Pilot Study
Research Question
The Tests
The Examinees
Analysis
The Results
Discussion
The Main Study
Chapter Six The Main Study - Research Questions and Data Collection
Research Questions
Research Instruments
The Students
Test Administration
Test Results
Conclusion
Chapter Seven The Effect of Academic Subject Area on Test Performance Section 1： Analysis of Variance - the Complete Tests
Section 2： The Reading Subtests
Section 3： Item Bias
Section 4： Unanswered Items
Conclusion
Chapter Eight Reasons for the Variation in Subtest Specificity
Familiarity of Subject Area and Topic
Subject Specialists' Views
Conclusion
Chapter Nine Text Source and the TMC Rating Instrument
Source of Reading Passages
Bachman's TMC Instrument
Conclusion
Chapter Ten Language Proficiency and Background Knowledge
The Revised Reading Modules
Effect of Background Knowledge on Reading Comprehension
Multiple Regression Analysis
Language Proficiency and the Effect of Background Knowledge
Conclusion Chapter Eleven Conclusions
The Research Questions
Research Implications
ESAP or EGAP
Suggestions for Further Research
Summary of the Main Findings
References
Appendices
Subject Index
Author Index
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