二語閱讀成分分析：基于元認知知識和詞匯廣度

Preface List of Tables and Figures Chapter 1 Introduction Chapter 2 Theories of Reading 2.l Process models 2.1 1 Process models of L1 reading 2.1.2 Process models ofL2 reading 2.2 Product models 2.2.1 Componentialmodels ofLl reading 2.2 2 Componenfial models of L2 reading 2.3 Summary Chapter 3 Metacognitive Knowledge Vocabulary Size and L2 Reading COmDrehensiOn 3.1 Metacognifive knowledge and reading comprehension 3.1.1 What iS meta？ 3.1.2 What is metacognition？ 3.1.3 What is metacognitive knowledge？ 3.1.4 How does metacognitive knowledge affect reading？ 3.1.5 Empirical studies on the relationship between metacognitive knowledge and reading comprehension 3.1.6 Summary 3.2 Vocabulary size and L2 reading comprehension 3.2.1 Vocabulary size and threshold vocabulary for L2 reading 3.2.2 Vocabulary size of tertiary L2 learners 3.2.3 How does vocabulary size affect L2 reading comprehension？ 3.2.4 Summary Chapter 4 Methodology 4.1 Pilot study 4.1.1 Planning session 4.1.2 Training session 4.1.3 Research session 4.2 Research scope of the main study 4.2.1 Research questions 4.2 2 Method of Phase One study 4.2.3 Method ofPhaseTwo study Chapter 5 Phase One Study Findings：Chinese EFL Readers’Metacognitive Knowledge in EFL Reading Comprehension. 5.1 Types of metacognitive knowledge utilized in the think—aloud task 5.2 Metacognitive knowledge utilized by successful and lesS successful readers：Case studies 5.2 1 Iris：Reading for information 5.2 2 David：Reading for academic progress 5.2.3 Lily：Reading for vain 5.2.4 Anna：Reading for passing examinationst 5.2.5 Discussion 5.3 Summary Chapter 6 Phase Two Study Findings：Relationships among Metacognitive Knowledge，Vocabulary Size and EFL Reading Comprehension 6.1 Vocabulary size ofChinesetertiaryEFLreaderst 6.2 Relationships among metacognitive knowledge vocabulary size and EFL reading comprehension 6.2.1 Vocabulary size and EFL reading comprehension 6.2.2 Metacognitive knowledge，vocabulary size and EFL reading comprehension 6.2.3 Summary and discussion 6.3 Summary Chapter 7 Conclusion 7.1 Major findings of this study 7.2 Contributions ofthis study 7.2.1 Theoreucal contributions 7.2.2 Empirical contributions 7.2.3 Pedagogical contributions 7.3 Limitations of the study 7.4 Suggestions for future research REFERENCES APPENDlCES APPENDIX 1 Interview guidelines for the subjective Judgment of text selection in the pilot study APPENDIX 2 Interview guidelines for think—aloud in the training and research sessions of the pilot study APPENDIX 3 Directions for the think—aloud task APPENDIX 4 Modeling and research texts in the main study APPENDIX 5 Interview guidelines following the research session of think-aloud in the main study APPENDIX 6 Questionnaire on the Metacognitive Knowledge of EFL Reading Comprehension APPENDIX 7 AVocabularyLevelsTest(Nation，1990) APPENDIX 8 EFL Reading Comprehension Test