Word Attack Strategies in the L2 Reading Process:A Comparative Study of Good and Poor Chinese EFL College Learners in Their Use of Strategies

Chapter1 Key research questions and factors to be investigated
1.1 Definition of Word Attack Strategies(WASs)
1.2 Key research questions for the study
1.3 Factors to be investigated-A preview
1.4 A bird s-eye view of the remaining chapters
Chapter 2 Rationale of the present Study:A review of some representative theories of second language learning
2.1 An overview
2.2 Theory of language learning:A psycho-cognitive perspective
2.3 Vocabulary learning (VL)-A contextualized perspective
2.4 L2 learning process:An information-processing approach
2.5 L2 reading process:A cross-linguistic perspective
2.6 Aspects of L2 learning in which factors to be investigated Belong
Chapter3 Review of the related research literature of language learning strategies
3.1 Study of WAS as one of the Language Learning Strategies(LLSs)
3.2 Role of WASs in Vocabulary Learning(VL)
3.3 Role of WASs in reading
3.4 WASs and the reading context
3.5 Strategy transfer and training
3.6 Characteristics of good/poor L2 learners
3.7 Summary:the importance of effective meaning-guessing strategies that make use of context for word attack
4.1 Proposed approach to the study of WASs
Chapter4 Theoretical framework:A proposed approach to WAS study,research questions and research hypotheses
4.2 Factors affecting WAS use
4.3 Research questions
4.4 Research hypotheses
Chaptert5 Research design,instrumentation,and data collection
5.1 Pre-experiment typology of WASs
5.2 Subjects
5.3 Experiments
5.4 Pretests
5.5 Procedures
5.6 Statistics tools for data analysis
Chapter6 Results for the subjects effective use of WASs in terms of guessing scores
6.1 Measurement for guessing scores
6.2 Results for the effect of group learner differences upon guessing effectiveness
6.3 Results for the effect of task variation upon guessing effectiveness
6.4 Results for the effect of time upon guessing performance
6.5 Summary and comparison of the results
Chapter7 Results for the Subjects use of WAS types
7.1 Results for the Subjects use of WASs in terms of WAS types
7.2 Results for group learner difference in WAS type distribution
7.3 Results for task variance in WAS type distribution
7.4 Results for instrumental influence on WAS type distribution
7.5 Summary and comparison of the results
Chapter8 Results for the Subjects use of WASs in terms of effective and ineffective clues
8.1 Measurement for analysis of WASs-RW(Right/Wrong clue)scale
8.2 Results for group learner variance in right/wrong clue choice
8.3 Results for task variance in right/wrong clue choice
8.4 Results for the influence of the instrumental variable upon good/poor learner differences in right/wrong clue choice
8.5 Summary and comparison of the results
Chapter9 Results for the subjects choice of clues in relation to their guessing scores
9.1 Measurement for analysis of clue-choice in relation to guessing scores
9.2 Results for group learner variance in choice of cRNW
9.3 Relationship between cRNW and guessing scores
9.4 Differences between good and Poor students in terms of their guessing scores in relation to their clue choice
9.5 Language task variation in the subjects choice of cRNW and in the cRNW/guessing relationship
9.6 Summary of the results
Chapter10 Results for the subjects group characteristics in practice,exposure,attitude and guessing habits
10.1 Measurement for survey analysis
10.2 Group characteristics in L2:Good students vs.Poor students
10.3 Group characteristics in L1:Good students vs.Poor students
10.4 Gomparison of group characteristics:L2 vs.L1
10.5 Relationship between guessing habits in textbook reading and guessing habits in non-textbook reading
10.6 L2 and L1 variance in guessing habits,reading purposes and attitude
10.7 Relationship between survey items and clue choice
10.8 Relationship between survey items and guessing scores
10.9 Summary and comparison of the results
Chapter11 Interpretation of the results-Answer to the 4 key research questions
11.1 Similarities:All subjects L2 WAS use vs. their L1 WAS use
11.2 Good/poor learner differences in L2 WAS use
11.3 Factors related to good/poor learner differences in L2 WAS use
Chapter12 Conclusions,implications and recommendations
12.1 Conclusions
12.2 Limitations and recommendations
Appendix Ⅰ. Experiment Sheets(Experiment Version)
Appendixes
Appendix Ⅱ. Experiment Sheets(Non-experiment Version in English)
Appendix Ⅲ. Warming-up Exercises(Experiment Version)
Appendix Ⅳ. General WAS Type Distribution
Appendix Ⅴa. General WAS Type Distribution:L2 Tasks
Appendix Ⅴb. General WAS Type Distribution:L1 Tasks
Appendix Ⅴc. General WAS Type Distribution:Overall Tasks(L2+L1)
Appendix Ⅵ. General WAS Type Distribution(Weighted)
Appendix Ⅶ. General WAS Type Distribution(Weighted,Think-aloud Tasks Only)
References