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本書從語言和認知心理學的角度，綜合定量和定性的方法，研究了外語閱讀過程中母語因素的影響及作用。結論表明，閱讀技能具有可遷移性。因此，教師在外語閱讀教學過程中把課堂時間用于教授讀者在母語閱讀中已經掌握的策略和方法顯得多余和缺乏效率。同時，在外語閱讀過程中，適度的母語使用能幫助讀者創造一個認知的空間，解決閱讀的難題。總體說來，在外語學習過程中，雖然有“閾值效應”的存在，但是讀者應該積極地對他們的母語認知資源加以利用。
目次
CHAPTER 1 Introducing the Study
1.1 Need for the Study
1.2 Research Questions
1.3 Significance of the Study
1.4 Basic Concepts and Constructs
1.5 Outline of the Book
CHAPTER 2 Research Background
2.1 Reading and Reading Research
2.2 A Brief History in L2 Reading Research
2.3 Previous Research about the Effects of L1 Reading on L2 Reading
2.4 Previous Research on L1 Cognitive Use in L2 Learning
CHAPTER3 Theoretical PersPectives
3.1 The Structure Building Framework
3.2 Vygotskys Sociocultural Theory
3.3 Theories of Transfer
CHAPTER 4 Research Design and Methodology:The Test-based and Productoriented Experiments
4.1 The Effects of L1 Reading Ability on L2 Reading:The Research Design
4.2 The Transfer of the Building of Mentalrepresentations: The Research Design
CHAPTER 5 Research Design and Methodology:The VPA-based and Process-oriented Experiment
5.1 Subjects
5.2 Method
5.3 Material
5.4 Data Collecting Procedure
5.5 Transcribing Verbal Reports
CHAPTER 6 Results and Discussion: The Test-Based and Product-Oriented Experiments
6.1 Question 1
6.2 Question2
6.3 Question 3
6.4 General Findings
6.5 Reading Problems or Language Problems
6.6 Automaticity or Control in L2 Reading
CHAPTER 7 Results and Discussion. The VPA-based and Process-oriented Experiment
7.1 The Threshold Effect
7.2 The Role of L1 Cognitive Use in L2 Reading
7.3 Discussion and Conclusion
CHAPTER 8 Conclusion 174
8.1 Findings Based on Test-based and Product-oriented Experiments
8.2 Findings Based on the VPA-based and Processoriented Experiments
Bibliography 180
1.1 Need for the Study
1.2 Research Questions
1.3 Significance of the Study
1.4 Basic Concepts and Constructs
1.5 Outline of the Book
CHAPTER 2 Research Background
2.1 Reading and Reading Research
2.2 A Brief History in L2 Reading Research
2.3 Previous Research about the Effects of L1 Reading on L2 Reading
2.4 Previous Research on L1 Cognitive Use in L2 Learning
CHAPTER3 Theoretical PersPectives
3.1 The Structure Building Framework
3.2 Vygotskys Sociocultural Theory
3.3 Theories of Transfer
CHAPTER 4 Research Design and Methodology:The Test-based and Productoriented Experiments
4.1 The Effects of L1 Reading Ability on L2 Reading:The Research Design
4.2 The Transfer of the Building of Mentalrepresentations: The Research Design
CHAPTER 5 Research Design and Methodology:The VPA-based and Process-oriented Experiment
5.1 Subjects
5.2 Method
5.3 Material
5.4 Data Collecting Procedure
5.5 Transcribing Verbal Reports
CHAPTER 6 Results and Discussion: The Test-Based and Product-Oriented Experiments
6.1 Question 1
6.2 Question2
6.3 Question 3
6.4 General Findings
6.5 Reading Problems or Language Problems
6.6 Automaticity or Control in L2 Reading
CHAPTER 7 Results and Discussion. The VPA-based and Process-oriented Experiment
7.1 The Threshold Effect
7.2 The Role of L1 Cognitive Use in L2 Reading
7.3 Discussion and Conclusion
CHAPTER 8 Conclusion 174
8.1 Findings Based on Test-based and Product-oriented Experiments
8.2 Findings Based on the VPA-based and Processoriented Experiments
Bibliography 180
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