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(文献数据最近更新时间:2018-05-16;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:SECOND LANGUAGE READING (频次:21)
  • Turk, E. & Ercetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1-25.
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  • Bisson, M., VAN HEUVEN, W. J. B., Conklin, K. & Tunney, R. J. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35(2), 399-418.
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  • Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97, 254-275.
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  • Zhang, Dongbo. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96, 558-575.
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  • Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170-1204.
    [ 详情 摘要 关键词 收藏 ]
  • Webb, S., & Chang, A. C. (2012). Vocabulary learning through assisted and unassisted repeated reading. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(3), 267-290.
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  • Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners' reading rates. Language Learning, 62(S2), 665-703.
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  • Thomas, H. K., & Healy, A. F. (2012). A comparison of rereading benefits in first and second language reading. Language Learning, 62, 198-235.
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  • Hammond, K., & Danaher, K. (2012). The value of targeted comic book readers. ELT Journal, 66(2), 193-204.
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  • Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214-223.
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  • Stephens, M. (2011). The primacy of extensive listening. ELT Journal, 65(3), 311-313.
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  • Chang, C., & Hsu, C. (2011). A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2), 155-180.
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  • Hu, H. C. M., & Nassaji, H. (2012). Ease of inferencing, learner inferential strategies, and their relationship with the retention of word meanings inferred from context. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(1), 54-77.
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  • Everson, M. E. (2011). Best practices in teaching logographic and non-roman writing systems to L2 learners. Annual Review of Applied Linguistics, 31(0), 249-274.
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  • Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. The Modern Language Journal, 95, 217-235.
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  • Alptekin, C., & Ercetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45(2), 235-266.
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  • Martinez, R., & Murphy, V. A. (2011). Effect of frequency and idiomaticity on second language reading comprehension. TESOL Quarterly, 45(2), 267-290.
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  • Urlaub, P. (2012). Reading strategies and literature instruction: Teaching learners to generate questions to foster literary reading in the second language. System, 40(2), 296-304.
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  • Hashemi, M. R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37-47.
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  • McNeil, L. (2012). Extending the compensatory model of second language reading. System, 40(1), 64-76.
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