文摘
英文文摘
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上海交通大学学位论文原创性声明及版权使用授权书
Ackowledgement
PART Ⅰ INTRODUCTION
CHAPTER 1 Introducing the Study of the Effects of L1 Cognitive Resources on L2 Reading
1.1 Introduction
1.2 Need for the Study
1.2.1 The Importance of L2 Reading for Chinese EFLLearners
1.2.2 The Investigation of the Psychocognitive Nature of transfer and the Threshold Effect in L2 Reading
1.2.3 The Clarification of Controversies on the Controversies on the Effects of L1 Use in L2 Learning and Reading
1.3 Research Questions
1.4 Significance of the Study
1.4.1 Theoretical Significance
1.4.2 Methodological Significance
1.4.3 Pedagogical Significance
1.5 Basic Concepts and Constructs
1.5.1 Conceptualization of L1 Cognitive Resources
1.5.2 Conceptualization of L2 Proficiency in L2 Reading
1.6 Outline of the Dissertation
PART Ⅱ BACKGROUND
CHAPTER 2 Literature Review
2.1 Introduction
2.2 Reading and Reading Research
2.2.1 The Nature of Reading
2.2.2 Processes of Reading
2.2.3 Bottom-up, Top-down and Interactive Processing Models
2.2.4 General Cognitive Theories on Text Comprehension
2.3 A Brief History in L2 Reading Research
2.4 Previous Research about the Effects of L1 Reading on L2 Reading
2.4.1 LIH and LTH in Language Learning
2.4.2 LIH and LTH in L2 Reading
2.4.3 The Threshold Level and the Threshold Effect on L2 Reading
2.4.4 Limitations of the Previous Research
2.4.5 Proposed Solutions to the Existing Problems
2.5 Previous Research on L1 Cognitive Use in L2 Learning
2.5.1 Introduction
2.5.2 General Research on L1 Cognitive Use in L2 Learning
2.5.3 Previous Research on L1 Cognitive Use in L2 Writing ,Learner Interaction and L2 Reading
2.5.4 Limitations of Previous Research
CHAPTER 3 Theoretical Perspectives
3.1 Introduction
3.2 The Structure Building Framework
3.2.1 Introduction
3.2.2 The Mechanism of Suppression and Enhancement in Comprehension
3.2.3 A Hypothesis Proposed within the Structure Building Framework
3.3 Vgotsky's Sociocultural Theory
3.3.1 Internalization
3.3.2 The Mediating Role of Artefacts
3.3.3 ZPD and Scaffold
3.3.4 Thought and Language
3.3.5 Conclusion
3.4 Theories of Transfer
3.4.1 Cognitive Theories
3.4.2 Transfer in Second Language Acquisition
3.4.3 Transfer in L2 Reading
PART Ⅲ RESEACH DESIGN AND METHODOLOGY
CHAPTER 4 Research Design and Methodology: The Test-based and Product-oriented Experiments
4.1 Introduction
4.2 The Effects of L1 Reading Ability on L2 Reading: The Research Design
4.2.1 Subjects
4.2.2 Instruments
4.2.3 Data Collecting Procedure
4.2.4 Data Analysis Procedure
4.3 The Transfer of the Building of Mental-representations: The Research Design
4.3.1 Introduction
4.3.2 Subjects
4.3.3 Instruments
4.3.4 Procedure
CHAPTER 5 Research Design and Methodology: The VPA-based and Process-oriented Experiment
5.1 Introduction
5.2 Subjects
5.3 Method
5.3.1 Justification for Using VPA(Verbal Protocol Analysis)for the Present Study
5.3.2 Methodology to Ensure Validity and Reliability of VPA
5.4 Material
5.5 Data Collecting Procedure
5.6 Transcribing Verbal Reports
5.6.1 Developing a Coding Scheme
5.6.2 Segmenting Protocols
5.6.3 Coding Protocols
5.6.4 Calculating Encoder Reliability
PART Ⅳ RESULTS AND DISCUSSION
CHAPTER 6 Results and Discussion: The test-Based and Product-Oriented Experiments
6.1 Introduction
6.2 Question 1
6.2.1 The Transfer of Reading Ability
6.2.2 The Transfer of the Building of Mental-representations
6.2.3 Summary
6.3 Question 2
6.3.1 Existence of a Threshold Effect
6.3.2Psychocognitive Natue of a Threshold Effect
6.3.3 Summary
6.4 Question 3
6.4.1 Test of the Mutual Compensation Effects
6.4.2 Conclusion
6.4.3 Cognitive Interpretations of the Mutual Compensation Effects
6.5 General Findings
6.6 Reading Problems or Language Problems
6.7 Automaticity or Control in L2 Reading
CHAPTER 7 Results and Discussion: The VPA-based and Process-oriented Experiment
7.1 Introduction
7.2 The Threshold Effect
7.3 The Role of L1 Cognitive Use in L2 Reading
7.3.1 Introduction
7.3.2 Question 1
7.3.3 Question 2
7.4 Discussion and Conclusion
PART V CONCLUSION
CHAPTER 8 The Effects of L1 Cognitive Resources on L2 Reading; Conclusion
8.1 Introduction
8.2 Major Findings
8.2.1 Findings of the Test-based and Product-oriented Experiments
8.2.2 Findings Concerning the VPA-based and Process-oriented Experiment
8.3 Theoretical Implications
8.3.1 Integration of RUH and LTH in L2 Reading Research
8.3.2 Adoption of Theories and Findings from Cognitive Psychology
8.3.3 Adoption of Socio-cultural Theory in L2 Reading Research
8.4 Methodological Implications
8.4.1 Carrying out Multivariate Data Analyses
8.4.2 Collecting Data by Test-based and Product-oriented Methods
8.4.3 Providing Complementary Data by VPA-based and Process-oriented Methods
8.5 Pedagogical Implications
8.5.1 Encouraging to Make Active Use of L1 Cognitive Resources
8.5.2 Stressing the Importance of Learners`Acquiring High L2 Language Proficiency
8.5.3 Adopting Appropriate Attitudes toward L1 Use in L2 Learning
8.6 Limitations of the Study
8.6.1 Conceptualization of L2 Language Proficiency and Reading Ability
8.6.2 Population Generalizability
8.6.3 Supplementary Methods
8.7 Directions for Future Research
8.7.1 Collecting Data for Doing Path Analysis
8.7.2 Adopting Other Approaches to Data Analysis
8.7.3 Collecting More Fine-grained Data on L1 Reading Ability
8.7.4 Research on the Nature of the Mechanism of Suppression and Other Mediating Variables in L2 Reading
Bibliography
Appendices
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