简介
Summary:
Publisher Summary 1
Learner Strategy Use and Performance on Language Tests investigates the relationships between learner strategy use and performance on second language tests. To this effect, it examines the construct validity of two questionnaires, designed within a model of human information processing, that purport to measure testakers' self-reported cognitive and metacognitive strategy use. It then examines the construct validity of the FCE Anchor test, developed by the University of Cambridge Local Examinations Syndicate, to measure second language proficiency. It is a useful resource for those interested in understanding the effects of strategy use on performance, for those interested in training students to use strategies in language classrooms and for those interested in using structural equation modelling as an analytic tool for examining the effects of socio-psychological background variables on performance.
Publisher Summary 2
This book investigates the relationships between learner strategy use and performance.
目录
Table Of Contents:
Series Editor's note viii
Preface xii
Introduction 1(13)
Context of the problem 1(2)
Structural equation modeling 3(1)
Purpose of the study 3(1)
Research questions 4(1)
Definition of key terms 5(4)
Significance of the study 9(2)
Limitations of the study 11(3)
Strategy use and second language performance: Theories and empirical research 14(27)
Introduction 14(1)
Factors that influence second language test performance 15(2)
Cognitive factors in models of second language proficiency 17(5)
Learning strategies and second language development 22(9)
Second language strategy research and cognitive theory 31(6)
Methods for investigating strategy use and SLTP 37(2)
Summary 39(2)
The structural equation modeling approach: Single and multi-group procedures 41(26)
Introduction 41(1)
Study participants 41(2)
Measurement instruments 43(7)
Study variables 50(5)
Data collection and scoring 55(3)
Statistical procedures 58(7)
Summary 65(2)
Item-level analysis 67(21)
Introduction 67(1)
The cognitive strategies questionnaire 68(5)
The metacognitive strategies questionnaire 73(5)
The FCE Anchor Test 78(9)
Summary 87(1)
Modeling strategy use and test performance: Findings and discussion 88(47)
Introduction 88(1)
The cognitive processes 88(11)
The metacognitive processes 99(6)
The FCE Anchor Test 105(5)
Testing the validity of of the Full Latent Variable Model: The relationships between test-takers' reported strategy use and SLTP 110(23)
Summary 133(2)
Multiple-group Analyses 135(35)
Introduction 135(1)
The high and low ability groups 136(1)
Multi-group procedures and analyses 136(2)
Results and discussion of the multi-group analyses 138(30)
Summary 168(2)
Conclusions 170(30)
Introduction 170(1)
The research questions: The entire-group analyses 170(4)
The research questions: The multi-group analyses 174(3)
Theoretical implications 177(6)
Methodological implications 183(1)
Implications for practice 183(13)
Suggestions for further research 196(2)
Conclusions 198(2)
References 200(13)
Appendices 213(39)
Subject Index 252(4)
Author Index 256
Series Editor's note viii
Preface xii
Introduction 1(13)
Context of the problem 1(2)
Structural equation modeling 3(1)
Purpose of the study 3(1)
Research questions 4(1)
Definition of key terms 5(4)
Significance of the study 9(2)
Limitations of the study 11(3)
Strategy use and second language performance: Theories and empirical research 14(27)
Introduction 14(1)
Factors that influence second language test performance 15(2)
Cognitive factors in models of second language proficiency 17(5)
Learning strategies and second language development 22(9)
Second language strategy research and cognitive theory 31(6)
Methods for investigating strategy use and SLTP 37(2)
Summary 39(2)
The structural equation modeling approach: Single and multi-group procedures 41(26)
Introduction 41(1)
Study participants 41(2)
Measurement instruments 43(7)
Study variables 50(5)
Data collection and scoring 55(3)
Statistical procedures 58(7)
Summary 65(2)
Item-level analysis 67(21)
Introduction 67(1)
The cognitive strategies questionnaire 68(5)
The metacognitive strategies questionnaire 73(5)
The FCE Anchor Test 78(9)
Summary 87(1)
Modeling strategy use and test performance: Findings and discussion 88(47)
Introduction 88(1)
The cognitive processes 88(11)
The metacognitive processes 99(6)
The FCE Anchor Test 105(5)
Testing the validity of of the Full Latent Variable Model: The relationships between test-takers' reported strategy use and SLTP 110(23)
Summary 133(2)
Multiple-group Analyses 135(35)
Introduction 135(1)
The high and low ability groups 136(1)
Multi-group procedures and analyses 136(2)
Results and discussion of the multi-group analyses 138(30)
Summary 168(2)
Conclusions 170(30)
Introduction 170(1)
The research questions: The entire-group analyses 170(4)
The research questions: The multi-group analyses 174(3)
Theoretical implications 177(6)
Methodological implications 183(1)
Implications for practice 183(13)
Suggestions for further research 196(2)
Conclusions 198(2)
References 200(13)
Appendices 213(39)
Subject Index 252(4)
Author Index 256
- 名称
- 类型
- 大小
光盘服务联系方式: 020-38250260 客服QQ：4006604884
云图客服：
用户发送的提问，这种方式就需要有位在线客服来回答用户的问题，这种 就属于对话式的,问题是这种提问是否需要用户登录才能提问
Video Player
×
Audio Player
×
pdf Player
×
