factors affecting reading comprehension
专四阅读详解 2
星期2 TuesdayHappiness is nearly always a rebound from hard work.辛勤工作的报酬几乎总是幸福。
Beauty is a curious phenomenon, one of permeable, shifting boundaries. We may think we understand it, since we sense it effortlessly. In fact, it is a bundle of mysteries researchers are still uncovering.Consider the ancient proverb: beauty is in the eye of the beholder. Until about 30 years ago it seemed too obvious for scientists to bother with. When they finally tested it, their results startled them.On the one hand, the maxim is false. Facial beauty is the same throughout the world. In every tribe and culture, individuals will consider Marilyn Monroe, say, an attractive woman. It goes further. Males can identify good-looking men, and females charming women. Old and young, rich and poor, learned and ignorant, all agree on who is beautiful. So do people of every class and personality type.We don’t learn this response. We’re born with it. In one recent study, babies just 20 hours old recognized attractive faces and preferred them. So beauty is in our DNA. The eye of the beholder doesn’t matter.On the other hand, and this is where it gets interesting, the facial shell is just the foundation of beauty. We see the self in the face, every day, all the time, and we can’t distinguish the two.This blurring means that we gift the attractive with a large number of virtues. They seem more competent, likeable, happier, blessed with better lives and personalities. In one experiment, people predicted happier marriages and better jobs for them, and rated them lower on only one aspect: their caliber as parents. Another study found people consider them more amiable, happy, flexible, pleasure-seeking, serious, candid, outspoken, perceptive, confident, assertive, curious and active. They exert more control over their destiny, subjects felt, while the homely endure the world’s sudden change.It is calle d the “beautiful is good” stereotype, and it grants the attractive a parade of boons. Teachers consider them smarter and give them higher grades. Bosses promote them faster. In one tale in The Thousand and One Nights, a thief steals a coin-bag, and when the victim accuses him, people protest: “No, he’s such a handsome youth. He wouldn’t steal anything!” In fact, attractive people can shoplift with greater ease, since witnesses are less likely to report them. And when they do stand before the court, juries acquit them more readily and judges give them lighter penalties.1. The proverb “beauty is in the eye of beholder” means[A] that beauty can only be admitted when most people recognize it.[B] whether somebody is beautiful depends on the person who is looking.[C] that beauty can be measured according to the attractive eyes.[D] that beauty can be judged only by grown-ups.2. Which of the following can best substitute the word “caliber” in Para. 6?[A] Desire. [B] Curiosity. [C] Habit. [D] Competence.3. Which of the following is true about the beauty?[A] The beauty is more likely to shoplift.[B] The beauty inside is more important than facial beauty.[C] The beauty may still commit the same crime as the commons.[D] The beauty usually leads unpleasant life.4. The author’s attitude towards “beautiful is good” is[A] objective. [B] approving.[C] questioning. [D] critical.Text BIt’s Saturday afternoon and you would love to play a few rounds of golf, but fear that you might not get enough tee (高尔夫球座) time at the closest public links. Instead, you decide to go down to the athletic club a few blocks away. There, you enter a private room, press a button, and look at the large screen on the wall in front of you. The screen flickers, blinks, and presto(转眼间) — you are suddenly on one of the world’s great golf courses, perhaps St. Andrews in Scotland. You tee off on the plastic turf whacking your ball against the screen. A blurred copy of the ball slices or hooks down the fairway(平坦球道). Computers, infrared beams, and photo-optical detectors track the ball’s spin, speed, and direction. You are totally immersed in the three-dimensional computer generated world.Virtual reality is created by using display and control technology to surround its users with an artificial environment that mimics real life. Through the use of visual and sound effects, things that don’t exist can be made to appear to exist. Virtual realty allows users to manipulate objects on the screen so they can become full participants in the three-dimensional setting that envelops them.Already, virtual reality systems have many practical applications. Most notably, the technology is being used to make simulations of cars or buildings during the design phase, to provide instruction in technical subjects like engineering, and to introduce new surgical techniques. But this technology’s most advanced applications at the moment are in entertainment such as virtual reality golf and the virtual reality arcade game rooms sprouting up all over the world.The idea of using computers to render artificial but useful environments began as early as the 1960s, but the computer power needed to generate 3-D graphics was so costly that only government agencies such as U.S. national Aeronautics and Space Administration, along with a few university labs, could afford it. The field began to grow in the mid 1980s when Jaron Lanier coined the term “virtual reality” and founded VPI Research Inc., the first high-tech company dedicated to the virtual reality field. Since then companies world wide have come to recognize the technology’s commercial potential and have entered the market. In the U.S. for example, the aerospace giant Boeing has organized a company-wide steering committee to explore virtual reality’s potential applications.Current virtual reality research shows numerous potential applications of the interactive technology:EDUCATION: Educators say virtual reality can offer alternatives to the way students learn.Some educators, in fact, are already using virtual reality systems in the classroom. At Rensselaer Polytechnic Institute, architectural students move around in an animated image of the Parthenon, examining that noble structure’s roof and columns.DESIGN: Architects are expected to be the biggest users of virtual reality design applications. One experimental system now allows an architect to move through the design of a virtual hospital in a virtual wheelchair to test access to doors, hallways, light switches, and other design elements.MEDICINE: Virtual reality is giving scientists the ability to work surrounded by images of molecules and other objects that once required an electronic microscope study. Researchers predict that surgeons in training will be able to practice on electronic corpses while experienced surgeons will benefit from new techniques developed from virtual reality applications.“Virtual reality offers another window, but one that a scientist can climb through to interact directly with scientific abstractions,” says Howard Rheingold, author of Virtual Reality. “Virtual reality has the potential to become a microscope of the mind.”5. By citing the example of golf, the author intends to[A] indicate that people love to play golf on Saturday afternoon.[B] suggest that people go to athletic clubs to play golf.[C] show how people play golf on the three-dimensional world.[D] introduce the topic of virtual reality.6. People can fully participate in the three-dimensional world because virtual reality makes[A] things which don’t exist app ear to exist.[B] users fall into an illusion.[C] it possible to manipulate objects on the screen.[D] users surrounded by an artificial environment.7. Now the most advanced applications of virtual reality are in[A] design. [B] entertainment.[C] education. [D] surgery.8. Why did the field of virtual reality begin to develop only in the mid 1980s?[A] The computer equipment needed in this field was so expensive.[B] Computer technology just started to grow at that time.[C] The idea didn’t occur to people’s mind at an earlier time.[D] J aron Lanier coined the term “virtual reality” then.9. According to passage, which of the following is NOT true?[A] Jaron Lanier contributed much to the development of virtual reality.[B] Students can learn in a new way through the application of virtual reality in education.[C] Virtual reality is supposed to be applied most widely in car designing.[D] Scientists are able to work in an artificial environment through virtual reality applications.Text CThomas Hardy’s impulses as a writer, all of which he indulged in his novels, were numerous and divergent, and they did not always work together in harmony. Hardy was to some degree interested in exploring his characters’psychologies, though impelled less by curiosity than by sympathy. Occasionally he felt the impulse to comedy (in all its detached coldness) as well as the impulse to farce, but he was more often inclined to see tragedy and record it. He was also inclined to literary realism in several senses of that phrase. He wanted to describe ordinary human beings: he wanted to speculate on their dilemmas rationally (and, unfortunately, even schematically); andhe wanted to record precisely the material universe. Finally, he wanted to be more than a realist. He wanted to transcend what he considered to be triviality of solely recording things exactly and to express as well his awareness of the mysterious and the strange.In his novels these various impulses were sacrificed to each other often inevitably. As Hardy did not care in the way that novelists such as Flaubert or James cared, therefore he took paths of least resistance. Thus one impulse often surrendered to a fresher one and, unfortunately, instead of exacting a compromise, simply disappeared. A desire to throw over reality a light might give way abruptly to the desire on the part of what we might consider a novelist-scientist to record exactly and concretely the structure and texture of a flower. In this instance, the new impulse was at least an energetic one, and thus its indulgence did not result in a relaxed style. But on other occasions Hardy abandoned a perilous, risky and highly energizing impulse in favor of what was for him the fatally relaxing impulse to classify and schematize abstractly. When a relaxing impulse was indulged, the style —that sure index of an author’s literary worth —was certain to become verbose. Hardy’s weakness derived from his apparent inability to control the comings and goings of these divergent impulses and from his unwillingness to cultivate and sustain the energetic and risky ones. He submitted to the first one and then another, and the spirit blew where it listed; hence the unevenness of any of his novels. His most controlled novel, Under the Greenwood Tree, prominently exhibits two different but reconcilable impulses — a desire to be a realist-historian and a desire to be a psychologist of love — but the slight interlocking of plot are not enough to bind the two completely together. Thus even this book splits into two distinct parts.10. Thomas Hardy wanted to do all the following EXCEPT[A] explore his characters’ psycholog y.[B] describe ordinary human beings.[C] take pains to effect a compromise among various impulses.[D] express his awareness of the mysterious and the strange.11. According to the passage, a writer’s style is[A] a reliable means to measure his/her literary merit.[B] most apparent in those parts of his/her works that are not realistic.[C] problematic when he/she attempts to follow perilous or risky impulses.[D] shaped primarily by his/her desire to classify and schematize.12. Which of the following methods is NOT used by the author in analyzing Hardy’s novels?[A] Comparing Hardy with other famous novelists.[B] Analyzing the development of Hardy’s impulses.[C] Affirming Hardy’s success while pointing out imbalance in his novels.[D] Trying to prove Hardy is a total failure as a writer.13. What’s the author’s view on Hardy’s novel Under the Greenwood Tree?[A] It shows Hardy’s novelistic im pulses more successfully than his other novels.[B] It is Hardy’s most thorough investigation of the psychology of love.[C] It does not exhibit any harsh or risky impulse.[D] It reveals Hardy’s interest in the ordinary human beings.14. Which of the following is the most appropriate title?[A] Under the Greenwood Tree: Hardy’s Ambiguous Triumph.[B] The Real and the Strange: The Novelist’s Shifting Realms.[C] Energy versus Repose: The Role of Ordinary People in Hardy’s Fiction.[D] Hardy’s Novelistic Impulses: The Problem of Control.Text DTony Ronzone likes to boast that he knows a word or two in several foreign languages. He might be better off if he didn’t try to use them all at once. A few weeks ago, Ronzone, director of international scouting for the NBA champion Detroit Pistons, appeared at a basketball clinic in Mexico, where he attempted to teach a young Spanish-speaking prospect how best to position himself around the rim. “Demand the qiu!” Ronzone shouted. “Get your cerveza under the basket!” Qiu is Chinese for ball. Cerveza means beer in Spanish. Ronzone may have confused cerveza with cabeza, Spanish for head, though he admits, “I’m not sure I knew that.”The irony that the world’s best international basketball scout is also the world’s worst student of foreign languages is not lost on Ronzone’s peers. “He can’t speak any language at all,” laughs John Hammond, the Pistons’vice president of basketball operations. “Yet he travels to those obscure places and builds lasting relationships with all kinds of people. It’s amazing.” Adds Donn Nelson, the president of basketball operations for the Dallas Mavericks and one of Ronzone’s old friends: “Tony’s success is a tribute to his personality. He’s just —I guess the word is unembarrassable.”Most people think of scouting as the ability to recognize talent. This —it turns out —is relatively easy. Good basketball players are usually quite tall, quite fast and quite skillful at shooting a basketball. The difficult part in a world of 6 billion people is actually finding those who are tall, fast and coordinated, and the extremely difficult part is finding them before the competition does. Ronzone has conquered this problem despite his afflicted tongue by building a global network of coaches, journalists and friends who tip him off to the location of the world’s most gifted young players.In order to stay in touch with more than 400 people on five continents in a meaningful way, one has to have a certain natural enthusiasm. “An uptight guy would not succeed at this job,” says Pistons president Joe Dumars. “Tony will try every single food and drink. He’ll smile. He’ll laugh. He’s easy to like.” It’s true. When Ronzone arrives in a country — friendless and unannounced —his strategy for expanding his network frequently consists of walking up to people, saying hello and starting to talk about basketball in his train-wreck sentences. More often than not, they talk back.As a rule, Ronzone looks for the same things most scouts look for: hand skills, shooting and footwork. Unlike most scouts, though, he never takes notes while evaluating players and usually refrains from asking a coach questions until a third or fourth meeting. “The big reason is respect,” he says, “Some guys go to practices and they focus on one pla yer and scribble a bunch of notes; it comes off arrogant.”With so many people helping him find talent and keep secrets, Ronzone now spends as much time maintaining contacts as scouting players. Some of the favors he does are fairly minor. When an Israeli journalist he knows asks for an interview with a Pistons player, Ronzone sets it up instantly. “It’s easy for me to do,” he says, “and there are a couple of players over there I really like. This guy could help me find out their contact info, or at least g et me some good falafel.”15. The example of cerveza is to show that Ronzone[A] can speak Chinese well, but he knows little Spanish.[B] is not sure he knew that.[C] can’t speak foreign languages well.[D] feels ashamed of his poor Spanish.16. According to Donn Nelson, Ronzone[A] never feels self-conscious.[B] is over-talkative.[C] is a boastful person.[D] likes traveling and meeting people.17. The hardest thing for a basketball scout is that[A] he must build a global network of coaches, journalists and friends.[B] he has to have the ability to recognize talent.[C] he must travel all over the world to look for the promising young players.[D] he has to find the gifted young players before they are found by other scouts .18. Ronzone is different from most basketball scouts in that[A] he is not a good foreign language learner.[B] he keeps in touch with many coaches all over the world.[C] he likes talking with people about basketball.[D] he makes a point of respecting players.19. Which of the following statements is NOT true?[A] An unsociable person is not suitable for Ronzone’s job.[B] When Ronzone talks with strangers about basketball, they often talk back.[C] Ronzone is so busy that he hardly has time to help his friends.[D] With the help of Ronzone, the Israeli journalist interviewed the Pistons player.20. What’s the author’s attitude towards Ronzone?[A] Critical. [B] Praiseful.语境词汇Text A1. maxim n.格言，座右铭2. gift sb with sth. 赋予某人某物，向某人赠送某物3. caliber n.才干；口径4. candid a.坦白的，率直的5. homely a.相貌平平的，平常的；使人感到舒适的6. a parade of boons 一系列的恩泽Text B1. tee time 开球的时间2. flicker v.闪动，闪烁3. presto int.转眼间4. tee off 开球5. turf n.草皮vt.用草皮覆盖；扔掉；赶走6. slice v.打削球，打斜切球；可切成薄片7. virtual reality 虚拟现实8. mimic v.模仿；戏弄，嘲弄a.模仿的，假装的9. simulation n.模拟，仿真10. arcade game 电子游戏11. sprout v.迅速出现；发芽n.新芽12. interactive technology 交互技术Text C1. indulge v.纵容；沉迷于2. divergent a.分开的，叉开的；有分歧的，不同的3. to some degree 在一定程度上4. farce n.笑剧，闹剧5. transcend v.超出，超越(经验、信念、描写能力等)的范围；胜过，优于6. triviality n.琐事7. compromise n.妥协，折中方法8. perilous a.危险的9. verbose a.冗长的，啰唆的10. reconcilable a.可调和的Text D1. better off 情况更好2. scout n.物色人才者；童子军；侦察员3. rim n.篮圈；(圆形物的)边缘v.给…装边框4. tribute n.颂词，称赞；贡品5. tip off 给…警告或暗示6. more often than not 多半，通常7. refrain from 忍住，节制8. come off 表现；结果；发生，举行9. contact info 联系信息，联系方式10. falafel n.沙拉三明治难句突破Text A1. On the other hand, and this is where it gets interesting, the facial shell is just the foundation of beauty.【分析】并列复合句。
学习英语的好资料
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b.Whileb.While-reading activities
• • • • • • • Skimming Scanning Semantic problems Syntactic problems Discourse problems Socio-cultural problems Evaluating
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Skills involved in reading comprehension
--predicting --Understanding the explicitly stated information --understanding conceptual meaning --identifying main idea --deducing the meaning of unfamiliar lexical items --understanding relations within sentences --understanding relations between sentences
After-reading activities
The Purposes of Prereading Activities
To interest and motivate students To activate students’ prior knowledge To predict content
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--make prediction --guess the meaning of new words from context, or ignore them --make use of background information to help understand the text
2019年12月英语四级阅读理解练习题及答案解析(53)
2019年12月英语四级阅读理解练习题及答案解析(53)Now let us look at how we read. When we read a printed text, our eyes move across a page in short, jerky movement. We recognize words usually when our eyes are still when they fixate. Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time ofr which the eyes stop ---the duration of the fixation ----varies considerably from person to person. It also vaies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students tofix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship betweenwords. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.1. The time of the recognition span can be affected by the following facts except ________ .A. one’s familiarity with the textB. one’s purpose in readingC. the length of a group of wordsD. lighting and tiredness2. The author may believe that reading ______.A. requires a reader to take in more words at each fixationB. requires a reader to see words more quicklyC. demands an deeply-participating mindD. demands more mind than eyes3. What does the author mean by saying “but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently.” in the second parapraph?A. The ability to see words is not needed when anefficient reading is conducted.B. The reading exerc ises mentioned can’t help to improve both the ability to see and to comprehend words.C. The reading exercises mentioned can’t help to improve an efficient reading.D. The reading exercises mentioned has done a great job to improve one’s ability to see words.4. Which of the following is NOT true?A. The visual span is a word or a group of words we see each time.B. Many experts began to question the efficiency of eye training.C. The emphasis on the purely visual aspects is misleading.D.The eye training will help readers in reading a continuous text.5. The tune of the author in writing this article is________A criticalB neutralC prssimisticD optimistic答案：CCCDA采集者退散1 C。
FACTORS WHICH AFFECT THE SUCCESS IN ENGLISH TEACHING
Teaching Academic Courses Online: An Assessment ofSan Diego Miramar College StudentsJu Yin YangApril 11, 2008AbstractThis paper addresses the assessment of an online academic course delivered through WebCT at San Diego Miramar College in Southern California. The native and non-native college students who took this course experienced online academic instruction for the first time. WebCT gives learners both knowledge input and interactive practice by encouraging divergent thinking and facilitating complex understanding and instant reflection in online discussion. WebCT provides assessment tools, which assist instructors in designing course curriculum, tracking students’ learning process, and assessing students’ performance. WebCT includes seven assessment tools: online group discussion, feedback, examination, phone conversations, surveys, quizzes, and written assignments. Instructors and learners are able to share information, join group discussions, and send assignments, and issue grades anytime, anywhere. Lastly, within this course design, instructors had access to new technology tools such as Camtasis, Horizon Wimba, and Macromedia breeze. Finally, this paper suggests ways in which instructors can utilize WebCT's technology tools to facilitate assessment, grading, and active student reflection in an effective learning environment.INTRODUCTIONSan Diego Miramar College (SDMC) is a high-tech academic institution. Approximately 12,000 full-time and part-time students attend this school. The learners are diverse in age, nationality, cultural beliefs, and educational backgrounds. In order to meet their equally diverse expectations, the school started to provide online courses (website: ) for those students who live outside San Diego, need to work or care for dependent family members, or who otherwise require a flexible learning schedule. Since 2001, SDMC has offered its faculty training in designing and conducting online courses. Teachers create a convenient learning environment by providing clear information, step-by-step procedures for follow-up, and instant feedback through WebCT. In addition, its learners can assess their learning process, contact instructors and other classmates, and receive commands anytime, anywhere. Finally, WebCT provides instructors with effective assessment tools to assess students’ learning process and course performance (V olchok, Caines, Graf, 2006).Review of the LiteratureThe literature review briefly introduces how SDMC assesses teaching and learning online. The first section describes the importance of performing assessments online. An overview of the practice of online course assessment through WebCTfollows.Introduction of Online Assessment at San Diego Miramar College. As an increasing number of educators employ computer technology tools to facilitate learning, online assessment has come to greatly influence higher education (Angelo & Cross, 1993; Arend, 2006). The type of computer technology equipment found in the classroom has changed dramatically over the past ten years (Borja, 2007). Around 1997, the United States began to furbish its classrooms with chalkboards, desktop computers, or projection screens, yet in the beginning of 2007, its classrooms began to receive interactive Whiteboards, Wireless laptops, and digital cameras, all of which improved teaching and learning. At the same time, “55% of colleges and universities now offer distance learning courses” (Terry, 2000, as cited in Gaytan, 2005, p. 25). Distance education has become increasingly prevalent; hence, online teaching and learning assessment is a vital resource for the higher education system. Traditional forms of assessment involve tests or quizzes and facilitate teaching and learning in positive ways (Draves, 2002). Furthermore, assessment has become an important aspect of teaching and learning in online education (Benson, 2003).Angelo (1996) defined assessment as, “the systematic collection, analysis, interpretation, and use of information to understand and improve teaching and learning” (p. 58), while Arend (2006) stated that “assessment is shifting from thetraditional methods of objective measurement toward new alternative assessment practices” (p. 32). More specifically, Robles and Braathen (2002) address the role of assessment in online education:The opportunity for online education brings about new considerations in assessment. Online assessment is more than just testing and evaluation ofstudents. By keeping in mind some basic tenets of assessment, onlineeducators can adapt their assessment activities to demonstrate quality. (p. 39) Moreover, online education and assessment offers many advantages, as Perkin (1991) noted:One of the potential advantages of computer-based learning, in this context, is that the process of learning can be made more visible. Regardless of thecontext and the teaching methods used, the active involvement andparticipation of the learner’s assessment of who is involved and who isn’t issubject. Extrovert students often appear to be more active learners. In acomputer-based class, however, the interface between student and coursework is rather different and the computer can log the learners’ activity.… (p. 60)Furthermore, the literature distinguishes between two aspects of online assessment: (a) teaching assessment and (b) learning assessment (Black & William, 1998). Miramar Community College's faculty members are facing the new challengeto design specific courses for online education (Berryhill & Durrington, 2006). Hence, this school is also providing training workshops on how to integrate the use of computer technology tools into theory-driven instruction. These workshops are designed for experienced instructors, adjunct faculty, and faculty members who are unfamiliar with computer technology tools. Some workshops build competency in basic computer programs, such as Microsoft Access, Excel, PowerPoint, and Word, while others offer advanced instruction in Camtasis, Dreamweaver, Illustrator, Flash, Horizon Wimba, Photoshop, and Macromedia Breeze. Similarly, SDMC offers trainings on WebCT online.A number department administrators and faculty members tried to add online assessment when designing their course curriculum. Since 2001, SDMC has transformed its academic offerings to include online degrees, programs, and courses, which are supported primarily by WebCT. Learners use this tool to add and drop courses, view their course guidelines, download course materials, submit assignments, and interact with instructors and classmates. In addition, instructors not only use this well-organized, online assessment tool to enhance their teaching, but they also use it to examine their learners’ incremental learning outcomes.Online Course Assessment Practice with WebCT. When the subject is online education, attendees of teachers' conferences, trainings, and regular faculty meetingscommonly ask, “What is the best way to assess learners’ learning”, and "How does assessment make feedback more meaningful between instruction and assessment" (Mandinach, 2005, p. 1815). The goal of online assessment is to enhance teaching effectiveness and facilitate interactive learning. Educators consider WebCT to be the primary learner assessment tool. Its seven components include online group discussions, feedback, examinations, phone conversations, surveys, quizzes, and written assignments (see Figure 1.)Figure 1. The Seven Components of WebCT AssessmentFirst, learners engage in online group discussions to post questions and obtain answers. They interact with their peers and instructors by sharing their knowledge or personal points of view on assigned topics. In addition, V onderwell, Liang, andAlderman (2007) proposed that “online instructors need to consider different strategies to structure discussion as a learning and assessment environment” (p. 322). Second, online education allows instructors to provide essential feedback to learners more efficiently. Third, instructors teaching online courses can post exams early in the morning on the day of the test. Learners can then download and complete it before the due date. Fourth, learners can dialogue with their instructors and peers for free by using an online phone service, as they only need a microphone and access to the Internet. Fifth, schools and instructors conduct online surveys to understand their students’ perspectives on relevant issues. For example, instructors often ask their students to complete an online course evaluation survey at the end of the term. According to Freeman, Pharm, Schrimsher, Kendrach (2006), it is important “to ensure that learners are comfortable answering questions” (p. 3); hence, most online surveys are optional. Sixth, online quizzes assess students' knowledge of the textbook, course topics, or other relevant materials. Typically, learners can view the quizzes at the beginning of the course, which allows them to prepare and submit answers by a designated time as they finish each chapter. Lastly, because written assignments often involve extensive research, instructors post them on first day of class, allowing students to prepare for them, and even submit them, in advance.Research Questions(1)Please describe your experience with online teaching at Miramar CommunityCollege?(2)In your online teaching, what instructional methods have been most effective foronline assessment?(3)In your view, what methodological considerations affect how you design onlineassessment?(4)In your view, what differences exist between traditional courses and onlinecourses, and which way is the most effective for teaching and learning?(5)What suggestions would you offer to future teachers who will conduct onlineteaching and learning assessment?MethodologyThis qualitative study attempted to explore the effectiveness of using online assessment with multicultural learners enrolled in online courses. Two instructors answered five questions, which related to online teaching and learning. The online format allowed participants to register for the courses from any location in the world. Courses were conducted entirely online. During the instruction period (Dr. Simpson’s 25-week online business course; Mrs. Rechelle’s 5-week personal growth course),participants were asked to finish all assignments and post them on time to the WebCT. The instructors assessed these assignments each week. The initial online class orientation provided students with a downloadable video, which introduced them to their instructor, the required course materials, and the assignments. In addition, they had the opportunity to post their answers or upload papers before the due dates. Although the researchers only interviewed two instructors, this study is also relevant to any school administrator, instructor, or student teacher, who is interested or involved in online education.ParticipantsThe researchers collected data by interviewing two instructors, Dr. Dorothy Simpson and Mrs. Rechelle, who are experienced teachers at San Diego Miramar College in San Diego, California. Both have been teaching online courses for at least four years. Several factors may influence online education, including instructors’ content knowledge, teaching strategies, skills in using computer technology tools, and their perceptions of online teaching and learning. Both instructors were confident, competent online educators.ResultsEach professor answered all five of the research questions. They shared their teaching experience as follows:Dr. Dorothy Simpson, Business Department Chairperson. Dr. Simpson teaches online business courses, such as an introduction to business, business communication, and marketing. She posts her curriculum online prior to the start of the term so that students can evaluate the course content and assignment load prior to registering for the course. Once the term has begun, she posts all materials, questions, and exams on Blackboard, which is a tool of WebCT. Dr. Simpson favors a combination of collaborative and individual learning, which she accomplishes by assigning online group projects as well as quizzes to be completed independently. Students 'get together' to complete their group projects by conversing via the message board and the Internet Chatroom or by using telephone conference calling. Learners receive feedback about their performance quickly and can review the course materials and discussions they may have missed, which are logged on the discussion board, as often as they like.Additionally, Dr. Simpson uses multiple types of assessment to measure students' individual learning. She evaluates their online discussions and their performance on individual and group projects, time-limited quizzes, and their papers. By learning in this way, students acquire skills and experience in using forms of technology that are widely used in the global business environment. While she likes the face-to-face contact she has with students in traditional courses, she also prizes theability to give students instant feedback in the online courses. Also, she believes that the online format benefits non-native learners, who often find it easier to express their opinions and participate.Nonetheless, Dr. Simpson offered two suggestions to future teachers of online courses. First, instructors should communicate their expectations clearly and in as much detail as possible. Second, they need to be vigilant in evaluating whether or not their students' posted answers and questions are appropriate for public viewing. She concluded by noting that instructors have the right to delete or omit this material, if necessary.Mrs. Rechelle, Associate Professor, conducts the Personal Growth course entirely online; it aims to help students to “enhance academic skills and develop strategies for success in a diverse society” (p. 1). Like Dr. Simpson, she believes the best way to assess students’ learning is to use multiple methods (Angelo, 1996). Her goal was to craft fail-proof, well-organized assessments, which she achieved by creating teaching materials, assignments, and rubric specifically targeted for the online learning format. Six components comprise her assessment method: (a) 12 journal entries each worth 5 points = 60 points, (b) 10 discussion board activities each worth 5 points = 50 points, (c) a web review of an organization that assists those who are disabled = 25 points, (d) resume writing = 15 points, (e) a scholarship search = 20points, and (f) the final exam = 30 points. Thus, students have the opportunity to earn 200 points total. Mrs. Rechelle also repeatedly reminds students to submit their papers or tests before the due dates; therefore, her students cannot use the excuse that they forgot.Furthermore, Mrs. Rechelle noted that teaching online courses involves several unique challenges. She spends twice as much time solving technological problems than she does answering students’ knowledge-related questions. Frequently, students cannot log onto the WebCT with their student ID or password, or their computers are too old to download files or upload assignments. Sometimes they have problems with wireless Internet access. Despite these difficulties, she offered two suggestions to future teachers of online courses. First, they should strive to inspire students to learn in their own way. Second, they should build a student-support service. Her points are noteworthy given that some learners, especially the elderly, are new to using computers to advance their learning. Consequently, online course instructors need to encourage their students to view learning as a boundaryless, lifelong endeavor.DiscussionThe researcher, Ju Yin Yang, authored this discussion section. I derived great value from interviewing Dr. Simpson and Mrs. Rechelle, who possess richknowledge about online teaching and willingly shared it with me. In particular, I was honored to interview Dr. Simpson, as I interned with her when she taught an online course during the Fall 2006 and Spring 2007 semesters. Additionally, I was fortunate to attend the San Diego State University sponsored workshop, 'Starting Academic Rehabilitation Programs & Disabilities Course Development', which was held on June 28-29, 2007. It was there that I heard Mrs. Rechelle give a useful speech on'Developing Online Programs and Courses'.During interviews, I asked both instructors if they were concerned about students cheating on online quizzes or asking someone to finish their online projects. Smiling, they told me that the America education system is based on an 'Honesty Policy'. Hence, they trust their students to honor this policy in the online classroom. In addition, to discourage students from cheating or asking friends to complete their work, both instructors utilize multiple kinds of weekly activities or assignments. Nonetheless, I persisted in asking if it was possible to create a more equitable learning environment. Dr. Simpson mentioned an interesting practice that is being adopted in the business field. Employees can only gain access to their companies' computer system if their fingerprints or eye imaging matches that found in the company's database. Perhaps schools will use this form of technology in the future to ensure that students are acting ethically in their online courses. Overall, these two instructorsgave both researchers clear examples of how they conduct online course assessments and how they organize their courses. Future online educators will benefit by incorporating the examples identified in this paper into their practice. AcknowledgementsI express great thanks to Dr. Dorothy Simpson, Chairperson of the Department of Business at Miramar Community College in San Diego, CA. She may be contacted at: dsimpson@. I am also indebted to Mrs. Rechelle Mojica, an associate professor at Miramar Community College, who provided us with helpful assessment tools. She may be contacted at: rmojica@. Additionally, I appreciate to my dissertation chair Dr. Ken K. Kelch for his support on feedback and reviewing of this paper.ReferencesAngelo, T. A. (1996). Relating exemplary teaching to student learning. New Directions for Teaching and Learning, 65, 57-64.Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.Arend, B. D. (2006). Course assessment practices and student learning strategies in online college courses. (Doctoral dissertation, University of Denver, 2006).(UMI. 3218967)Benson, A. D. (2003). Assessing participant learning in online environments. New Directions for Adults and Continuing Education, 100, 69-78.Burryhill, A. H., & Durrington, V. A. (2006). The online course: The development and implementation of training and support. Distance Learning, 3(2), 51-53. Draves, W. A. (2002). Teaching online (2nd ed). Wisconsin: LERN Books. Freeman, M. K., Pharm, D., Schrimsher, R. H., & Kendrach, M. G. (2006).Instructional design and assessment: Student perceptions of online lectures and WebCT in an introductory drug information course. American Journal ofPharmaceutical Education, 70(6), 1-7.Gaytan, J. (2005). Effective assessment techniques for online instruction. InformationTechnology, Learning, and Performance Journal, 23(1), 25-33.Perkin, M. (1991). Validating formative and summative assessment. In S. Brown, J.Bull, & P. Race (Eds.), Computer-assisted assessment in high education (pp.55-62). London: Kogan Page.Mandinach, E. B. (2005). The development of effective evaluation methods for e-learning: A concept paper and action plan. Teachers College Record, 107(8), 1814-1835.Vallone, C. (2004). Online learning’s impact on global education. Proceedings of the Sixth Annual WebCT User Conference, USA.V onderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussion and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328.。
Factors Affecting L2 Learning影响二语习得的因素课件
Factors Affecting Second Language Learning
Intelligence Aptitude
Motivation and Attitude
Learner preferences
Lptitude
Research findings:
1)
Earlier research revealed a substantial relationship between aptitude for language learning and performance in foreign language that was taught with grammar-translation or audiolingual methods. However, aptitude seems irrelevant to L2 learning with the adoption of a more communicative approach to teaching (i.e., with a focus on meaning rather than on form).
21/48
2)
2009
Aptitude
Conclusions:
Successful language learners are not necessarily strong in all of the components of aptitude. (e.g., Some may have strong memories but only average ability to figure out grammatical rules.) Teachers can select appropriate teaching approaches and activities based on learners’ aptitude profiles to accommodate their differences in aptitude.
艺术理解力对生活的影响英语作文
艺术理解力对生活的影响英语作文Art Appreciation and Its Impact on LifeArt, in its myriad forms, has long been a fundamental aspect of the human experience. From the intricate cave paintings of our ancestors to the breathtaking masterpieces that adorn the walls of the world's most prestigious galleries, art has served as a powerful medium for self-expression, cultural preservation, and the exploration of the human condition. As we delve deeper into the realm of art, it becomes increasingly evident that the ability to understand and appreciate art can have a profound impact on our lives, shaping our perspectives, emotions, and even the way we navigate the complexities of the world around us.One of the primary ways in which art appreciation influences our lives is through its ability to cultivate empathy and emotional intelligence. When we engage with works of art, we are often confronted with perspectives, experiences, and narratives that may be vastly different from our own. This exposure to diverse viewpoints and the emotional landscapes of others can foster a deeper understanding and compassion for the human experience, transcending the boundaries of our own lived realities. By immersingourselves in the artistic expressions of individuals from different cultural, social, and historical backgrounds, we can develop a more nuanced and inclusive understanding of the human condition, ultimately leading to more meaningful and fulfilling interpersonal relationships.Moreover, the act of engaging with art can serve as a powerful tool for personal growth and self-reflection. The creative process, whether it involves the creation or the interpretation of art, can provide individuals with a safe and transformative space to explore their innermost thoughts, feelings, and experiences. Through the act of contemplating and interpreting works of art, we are often challenged to confront our own biases, preconceptions, and deeply held beliefs, which can in turn lead to a greater sense of self-awareness and a more profound understanding of our own place in the world.In addition to its impact on emotional intelligence and personal growth, art appreciation can also have a significant influence on our cognitive abilities and problem-solving skills. The process of analyzing and interpreting works of art often requires a multifaceted approach, involving critical thinking, pattern recognition, and the synthesis of diverse information. These skills, honed through the study and appreciation of art, can be readily applied to various aspects of our lives, from academic pursuits to professional endeavors. By cultivating a deeper understanding of the creativeprocess and the nuances of artistic expression, individuals can develop a more holistic and innovative approach to problem-solving, ultimately enhancing their ability to navigate the complexities of the modern world.Furthermore, the appreciation of art can have a profound impact on our physical and mental well-being. Numerous studies have demonstrated the therapeutic benefits of engaging with art, whether it be through the act of creating or simply experiencing and contemplating works of art. The act of immersing oneself in the artistic realm can have a calming and restorative effect, reducing stress, anxiety, and even physical pain. Additionally, the exposure to art can stimulate the brain, leading to improved cognitive function, enhanced creativity, and a greater sense of overall well-being.Beyond the personal benefits, the appreciation of art can also have a significant impact on our broader social and cultural landscape. Art has the power to serve as a catalyst for social change, challenging established norms, and giving voice to marginalized communities. By engaging with works of art that address pressing societal issues, individuals can develop a deeper understanding of the lived experiences of others, fostering empathy, tolerance, and a more inclusive and equitable society.Moreover, the preservation and promotion of art can play a vital rolein the preservation of cultural heritage and the celebration of diverse artistic traditions. As we navigate an increasingly globalized world, the appreciation of art can serve as a bridge between cultures, fostering cross-cultural understanding and the exchange of ideas, ultimately enriching the human experience.In conclusion, the ability to understand and appreciate art can have a profound and multifaceted impact on our lives. From cultivating emotional intelligence and personal growth to enhancing cognitive abilities and promoting physical and mental well-being, the appreciation of art can serve as a transformative force, shaping our perspectives, our relationships, and our broader engagement with the world around us. As we continue to explore and engage with the artistic expressions of our past, present, and future, we can unlock new avenues for personal and societal growth, ultimately contributing to a more vibrant, empathetic, and enriching human experience.。
焦虑现状
国内外外语学习焦虑的研究现状综述摘要：本文梳理了国内外对外语学习焦虑的文献，描述了焦虑对英语学习所产生的研究成果与研究现状。
一、焦虑的含义根据《现代汉语辞典》和《辞海》的解释，焦虑是指处于紧张、担忧的状态和特质，是个体对某件是或问题感到忧惧或烦恼的情绪状态。
心理学家把焦虑分为状态焦虑(state anxiety) 和特质焦虑(trait anxiety)。
前者指的是遇到具体问题面对某一特定的情景或事件才产生的一种焦虑，是一种心理状态，可随着时间的流逝而消失。
后者指的是有些人具有焦虑倾向，对一些本不应当产生焦虑的事情，容易产生焦虑，是一种心理素质。
焦虑常常与不自在、沮丧、自我怀疑相联系（Brown1994,P14）。
Stern 曾提出“情感对外语教学的作用至少与认知因素同等重要，甚至更为重要”。
二、国内外外语学习焦虑已有研究成果国外对焦虑做了大量的研究，并取得了很多成就。
最有代表性的是美国Horwit 教授，Horwitz MacIntyre & Gardner(1986) 最先把外语学习焦虑看作是外语学习中的一种单独的、特别的现象。
1、导致学生学习焦虑的因素分析有学者认为导致学生焦虑的因素是多方面的, 个人的性格, 自我概念外语基础知识与能力、文化背景知识以及环境等。
也有学者认为应试教学的目标，教师的教学方式，学生的经济状况，学生的学习动机和性格特点都是造成学生学习焦虑的诱因。
Horwitz 认为自尊是诱发焦虑的一个重要原因。
外语学习会对人的自尊构成威胁，因为只有在外语课堂上才会出现学生们一张口就出错的现象，所以许多学生担心出错后会引起别人的讥笑，从而丢失自己的面子和尊严。
Young 在回顾前人对焦虑的研究基础上，总结了导致焦虑产生的六大原因：1. 学习者自身及相互之间的因索，主要指学习者之间的相互竞争及学习者对自己的期望过低。
2. 学习者对学习语言的看法，如果这种看法是错误的，会诱发焦虑。
英文作文阅读理解高分技巧
英文作文阅读理解高分技巧英文：Reading comprehension in English essays requires a blend of analytical skills, linguistic proficiency, and strategic reading techniques. Here are some high-scoring strategies:1. Skimming and Scanning: Before diving into the details, I often skim the passage to get a general idea of the content. Then, I scan for keywords or phrases that relate to the questions asked. Skimming helps me grasp the main points, while scanning aids in locating specific information.2. Active Reading: Instead of passively going through the text, I engage with it actively. I make mental summaries of each paragraph, noting the main idea and supporting details. This helps me retain information better and answer questions more effectively.3. Understanding Context: Context is crucial for comprehending complex passages. I pay attention to transitional words, such as "however," "therefore," and "meanwhile," which signal shifts in the text's direction or tone. Understanding the context helps me grasp the author's intended meaning.4. Predicting Answers: Before reading the questions, I sometimes predict what the answers might be based on the passage's content. This prepares me to look for specific information while reading and increases my efficiency in finding the correct answers.5. Eliminating Wrong Choices: In multiple-choice questions, I eliminate obviously incorrect options first. This narrows down the choices and increases the likelihood of selecting the correct answer. Even if I'm unsure, I can often eliminate at least one or two choices based on my understanding of the passage.6. Inference and Deduction: Some questions requireinferring information not explicitly stated in the text. In such cases, I rely on my understanding of the author's tone, purpose, and the context to make educated guesses.7. Practicing Regularly: Like any skill, reading comprehension improves with practice. I regularly expose myself to a variety of texts, including articles, essays, and literary works. This not only enhances my reading speed but also familiarizes me with different writing styles and vocabulary.By employing these techniques, I've been able to significantly improve my performance in reading comprehension tasks. Practice, active engagement with the text, and strategic reading are key components of my approach.中文：英语作文的阅读理解需要结合分析能力、语言能力和策略性阅读技巧。
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Sep. 2007, Volume 4, No.9 (Serial No.45) Sino-US English Teaching, ISSN1539-8072, USA14Major factors influencing reading comprehension:A factor analysis approachWU Hong-yun¹, HU Ping²(1. School of Foreign Languages, Renmin University of China, Beijing 100872, China;2. Mechanical & Electrical Engineering Department,Cangzhou Teacher’s College, Cangzhou 061000, China) Abstract: The present study attempts to identify the major factors influencing EFL reading comprehensionby drawing on the data collected from questionnaire and tests. The findings indicate that reading comprehension is composed of three major components: “Schema”, “V ocabulary”, and “Motivation & Purpose”. These three components are made up of the following six factors respectively: “textual schema”, “extra-textual schema”, “vocabulary guessing”, “vocabulary noticing”, “motivation”and “purpose”. Among the major components of reading comprehension, the four factors of “textual schema”, “vocabulary guessing”, “vocabulary noticing”and “motivation”are significantly correlated with reading comprehension.Key words: reading comprehension; schema; vocabulary; motivation1. Introduction“Reading is the most important one of the four basic skills” (Carrell, 1989). The identification of the factors affecting reading comprehension will, undoubtedly, help us a lot in the effective teaching of English reading. “The research in 1970s and 1980s laid out many of the variables associated with the second language reading process”(Elizabeth, 2005). Among these variables, schema and vocabulary are two major factors affecting reading comprehension. Studies comparing their effects on reading performance have been ample (Johnson, 1981; Hudson, 1982; Carrell, 1983), but the results reported in these studies,more often than not, turn out to be contradictory. Therefore the results need to be further verified. As an important factor in reading, motivation is also taken into consideration in the present study.This study was carried out with the main aim of identifying some of the important factors that have a bearing on the reading process and reading achievement of Chinese university students of non-English majors.2. MethodologyThe study was carried out at Renmin University of China, a national key university. The subjects (n=241) were sophomore students, made up of 86 males (35.7%) and 155 females (64.3%), aged between 18 and 22. The research instruments involve both questionnaire and test.2.1 Research instrumentsThe researcher designed the questionnaire based on the relevant research on vocabulary, schemata and WU Hong-yun, Ph.D., professor of School of Foreign Languages, Renmin University of China; research fields: applied linguistics, SLA, English writing.HU Ping, M.A., lecturer of Mechanical & Electrical Engineering Department, Cangzhou Teacher’s College; research fields: applied linguistics, SLA.reading comprehension, chiefly from Qian (1999) and Carrell (1983, 1985). The questionnaire was written in the mother tongue of the subjects, Chinese, in order to avoid possible ambiguity in understanding. It included 46 five-point Likert scale items of the following groups: reading strategies related to vocabulary, reading strategies related to background knowledge, reading problems, and reading motivation.As a preliminary step, a pilot study was conducted among 4 students, a week before the main study to increase the validity of the questionnaire.A test was also employed to collect the data concerning the students’reading performance. It was a simulative nation-wide test for non-English majors, band 4 (i.e. CET-4). Since the present study is exclusively concerned with reading comprehension, the researcher chose, for data collection and data analysis, the equivalent parts of the test results: “reading comprehension”, although the students finished the whole test.2.2 Reliability of the questionnaireThe Statistical Package for Social Science (SPSS 10.0) was used to analyze the data. Firstly, in order to investigate the reliability of the questionnaire, an independent sample t-test was carried out to see if there were any items that cannot discriminate participants significantly and 8 items were discarded before further analysis. Then, Cronbach’s coefficient alpha for the questionnaire is .9010, which indicates that the questionnaire is satisfactorily reliable in terms of its internal consistency.3. Results and Discussion3.1 Identification of the factorsIn order to have a detailed examination on the components underlying the questionnaire, which are related to reading performance, the principal components of the questionnaire were analyzed by factor analysis. “Factor analysis is a procedure that identifies clusters of items that vary together, and hence may be linked by a common underlying explanation or factor…. The approach was used to identify the underlying constructs that could explain the covariation among responses to the items in the questionnaire”(Cotterall, 1995).The results of KMO and Bartlett’s test indicate that p = .000 and the value of KMO is .811, which means that the data is appropriate for factor analysis. Then, the data was analyzed with principal component analysis with varimax rotation to explore the component structure underlying the questionnaire. In the analysis, the scree plot showed that the slope became gentle after the fifth component. In other words, the slope is around 5. “The number of factors to extract can be determined from a scree plot”(Foster, 1988). “One looks at the plot to find where the line changes slope, where the ‘elbow’is”(Foster, 1988). Therefore, five factors were extracted as the principal components of the questionnaire. A factor analysis with five factors was run. The result showed that the loading on each of the factors for each of the variables is above 0.3, and the eigenvalue of each factor is larger than 1. And the five factors account for 46.920% of the total variance. Therefore, the five factors have good construct validity (QIN, 2003).The number of variables involved in the second factor is large (9 items), and the items in the factor are too varied. Therefore, subfactor analysis was adopted to identify the subfactors underlying the factor to ensure a better understanding of the relationship between vocabulary strategy and reading comprehension.The results of KMO and Bartlett’s test indicate that p = .000 and the value of KMO is .810, which means that the data of the second factor is appropriate for subfactor analysis. Then, the data was analyzed with principal component analysis with varimax rotation to explore the component structure underlying the factor. In the1516 analysis, the scree plot showed that the slope became gentle after the second component. Therefore, two subfactors were extracted as the principal components of the second factor. The result showed that each factor contains variables with the loading above 0.3, and that the eigenvalue of each subfactor is larger than 1. The two subfactors account for 52.649% of the total variance. The two subfactors also have good construct validity (QIN, 2003).Therefore, six factors are identified altogether. In other words, this research targets the following six factors accounting for reading comprehension. The naming of the six factors is described as follows.(1) Factor One: Thirteen questionnaire items are included in the first factor (F1). Among these items, six items are related to content schema; three items are related to formal schema; and four items address both the content schema and formal schema. And all these schemata are directly activated by textual clues, such as topics, discourse signals, key words and key sentences, etc. Therefore, this factor is labeled “Textual Schema Factor”.(2) Factor Two: Factor two (F2) consists of five items. All the items are about guessing of unfamiliar words. The factor is thus labeled “V ocabulary Guessing Factor”.(3) Factor Three: The third factor (F3) involves four items. The four items seem to have in common a character of noticing of important words and phrases. This factor is named “V ocabulary Noticing Factor”.(4) Factor Four: The fourth factor (F4) involves seven items altogether. Two of which are related to intrinsic motivation. One addresses the integrative motivation, and the other reflects instrumental motivation. The other three items are irrelevant to motivation. According to the rules of factor naming, factors can be named by the majority of items involved and the irrelevant items can be disregarded. This factor, therefore, appears to constitute “Motivation Factor”.(5) Factor Five: Factor five (F5) embodies itself in five items. Two primarily address readers’ enjoyment of reading materials. The other three items are related to getting information through reading. According to Anderson (2003), two broad, general purposes for reading can be: “reading for information and reading for pleasure”. This factor is named “Purpose Factor”.(6) Factor Six: The last factor (F6) contains four items. All of these items involve such general world knowledge as history, personal experiences, and literature, which cannot be directly activated by the literal meaning of text. Only the readers who have got such kind of previous background knowledge could achieve better performance in their reading comprehension. To some extent, this kind of background knowledge is different from the content and formal knowledge embodied obviously in the text. In other words, it is the knowledge beyond text. This factor is assigned the label “Extra-textual Schema Factor”, to be distinguished from Factor One “Textual Schema Factor”.Fig. 1Relationship between major components and factors of reading comprehensionSchemaMotivation & PurposeExtra-textualSchema Textual Schema V ocabulary Noticing PurposeSo, there are three major components of reading comprehension: “Schema”, “Motivation & Purpose”and “V ocabulary”. “Schema Component”involves the two factors: “textual schema”and “extra-textual schema”; “Motivation & Purpose Component”consists of the following two factors: “motivation”and “purpose”; “V ocabulary Component”involves the two factors: “vocabulary guessing”and “vocabulary noticing”. Figure 1 shows the relationship between the major components and the relevant factors of reading comprehension.3.2 Discussions about the major components and factors3.2.1 Impact of “schema”on reading comprehensionThe findings of the two factors of “schema”component, i.e., “textual schema”(F1) and “extra-textual schema”(F6), are not congruent with the traditional dichotomy between content schema and formal schema (Carrell, 1987; Carrell & Eisterhold, 1983). The results of the factor analysis in the present study show up the types of schema from a new angle.In the previous empirical studies of these two traditional types of schemata(i.e.,content schema and formal schema), researchers would tend to“separate out and test for the effects of one type, while holding the effects of the other type constant. For example, in testing for the effects of content schema, one keeps the formal rhetorical structure of a text constant, manipulates the content, and has subjects process each different content”(Carrell, 1987). But as a matter of fact, content schema and formal schema combine together to convey information in most of the reading materials, affecting readers’comprehension simultaneously and interactively. They cannot be separated absolutely. So different from the traditional framework, the present study shows up the new component of “textual schema”and “extra-textual schema”. This finding provides a new perspective on the understanding of schema and therefore justifies the necessity and significance of the present study.In order to investigate the relationship between “Schema Component”and reading comprehension, Pearson product-moment correlation coefficients were computed between F1 (textual schema factor), F6 (extra-textual schema factor) and reading achievement. According to the correlation coefficients, “textual schema factor”(F1) has a significant correlation with reading achievement, but no significant correlation has been found between “extra-textual schema factor”and reading achievement. The textual schema plays an important role in the reading comprehension. The more adequate the textual schema the reader is equipped with, the higher reading achievement he enjoys.3.2.2 Impact of “motivation & purpose”on reading comprehension“Motivation factor”(F4) found in the present study is not so clearly integrative/instrumental or intrinsic/extrinsic. F4 contains one integrative item, one instrumental item, and two intrinsic items. Thus the factor analysis shows up a combination of three types of motivation factors: integrative, instrumental, and intrinsic. This finding rectifies the current research of two main groups of motivational variables, integrative/instrumental or intrinsic/extrinsic.The present study shows that there are three interrelated types of motivation: intrinsic, integrative and instrumental. And the integrative motivation tends to show the characteristics of “instrumental”,in the context of Chinese students’learning of English reading.“Asians were more instrumentally motivated than the Western students”(Svanes, 1987). “Instrumental motivation is related to the practical, utilitarian advantages derived from language proficiency, such as better employment or a higher salary”(Warden & LIN, 2000). With China’s entry into WTO and the increasing tendency17of Economic Globalization, Chinese people have more and more opportunities to do business or to communicate with foreigners. High English proficiency means a certain degree of superiority to obtain a better job with higher salary, more opportunities to gain career improvement, more opportunities to further one’s study abroad, and so on. The integrative motivation in the present study, Item 41 (trying to be able to communicate with native English speakers) may result in the professional success. Therefore, it belongs to the category of instrumental motivation.To summarize, the Chinese English-learners’motivation in reading is mainly instrumental and intrinsic.The other factor of “Motivation & Purpose Component”is “purpose”(F5). It is composed of three information-getting items and one entertainment-getting item. “Reading for information and reading for pleasure”are “two general reasons for reading”(Anderson, 2003). So it is also an important factor motivating readers to undertake varied sorts of reading activities. Correlation analysis was carried out between F4 (motivation factor), F5 (purpose factor) and reading achievement to understand these two factors’impacts on reading comprehension. According to the result, there is no significant correlation between “purpose factor”and reading achievement, but “motivation factors”are significantly correlated with reading achievement. That is, the stronger the subjects’motivation is, the higher reading proficiency they may have.3.2.3 Impact of “vocabulary”on reading comprehension“V ocabulary Component”found in the present study includes two factors: “vocabulary guessing”(F2) and “vocabulary noticing”(F3). F2 involves five vocabulary-guessing items and F3 consists of four vocabulary- noticing items. All of these are useful reading strategies to deal with unknown words and words or phrases with particular meanings. The correlation coefficients between F2 (vocabulary guessing factor), F3 (vocabulary noticing factor) and reading achievement show that F2 and F3 are significantly correlated with reading achievement.According to the results of the correlation analyses reported above, there is no significant correlation between F5 (purpose factor), F6 (extra-textual schema factor) and reading achievement. Although the magnitude of the correlation is small, F1 (textual schema factor), F2 (vocabulary guessing factor), F3 (vocabulary noticing factor) and F4 (motivation factor) are significantly correlated with reading achievement. In other words, the major factors that exert significant effects on students’reading comprehension are “textual schema”, “vocabulary guessing”, “vocabulary noticing”and “motivation”.4. ConclusionThe theoretical contributions of the present study are summarized as follows:Firstly, a picture of components of reading comprehension is presented. Altogether, 3 major components (“Schema”, “V ocabulary”and “Motivation & Purpose”), 6 factors are hierarchically laid out. The six factors are “textual schema”, “extra-textual schema”, “vocabulary guessing”, “vocabulary noticing”, “motivation”and “purpose”. The schemata are classified into “textual schema” and “extra-textual schema”in the present study, which is not in accordance with the traditional types: content schema and formal schema.Secondly, the causal relationship between these factors and reading comprehension is clearly revealed. Among the six factors above, the following four factors: “vocabulary guessing”, “vocabulary noticing”, “textual-schema”and “motivation”are significantly and positively correlated with reading achievement. They are main determinants of reading comprehension.The following pedagogical implications for the teaching of English reading can also be drawn from the 18findings of this study. 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