Vakilifard, A., & Armand, F. (2011). The effects of the hierarchical concept maps on the literal and inferential comprehension of informational texts in a second language. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(2), 217-245.
摘要：This study explores the impact of concept map strategy on the understanding of second language information texts. Sixty-nine adult learners of French as a second language (FSL) in a Montreal francophone university were randomly assigned to either an experimental or a control group. After reading an information text, both groups answered a comprehension questionnaire as a pre-test survey. The experimental group then participated in four weekly preparation sessions. After each session, proper understanding of the text studied was assessed through a comprehension survey composed of literal and inferential questions. One week after the last session, both groups of learners were evaluated using the same comprehension questionnaire that had been used as a pre-test. Results show that the experimental group tend to obtain higher scores than the control group on the immediate post-tests, either for the global score (3 of the 4 texts), or for the literal questions score (2 of the 4 texts), or for the inferential questions score (2 of the 4 texts). Moreover, a comparison of the pre- and post-test results shows that students from the experimental group were able to transfer their literal comprehension skills, but they could not, however, transfer their inferential comprehension skills. Adapted from the source document
关键词：applied linguistics, non-native language learning languages other than English, applied linguistics, reading readiness/acquisition/achievement, Reading Comprehension, French as a Second Language Learning, Inference, Learning Strategies, College Students
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