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Artykuły w czasopismach na temat "Reading in English"
Bristow, J. "Reading Tennyson (Again)". English 35, nr 153 (1.09.1986): 279–84. http://dx.doi.org/10.1093/english/35.153.279.
Pełny tekst źródłaRayan, K. "Resistance in Reading". English 41, nr 171 (1.09.1992): 249–53. http://dx.doi.org/10.1093/english/41.171.249.
Pełny tekst źródłaJabbar. S, Abdul. "Inroduction to Reading Skill in English". Paripex - Indian Journal Of Research 3, nr 3 (15.01.2012): 29–31. http://dx.doi.org/10.15373/22501991/mar2014/9.
Pełny tekst źródłaSmall, I., i J. Guy. "Re-Writing 'Re-Reading English'". English 39, nr 163 (1.03.1990): 49–59. http://dx.doi.org/10.1093/english/39.163.49.
Pełny tekst źródłaNurlaelawati, Iyen, i Shofa Dzulqodah. "READING ALOUD STRATEGIES IN READING ENGLISH TEXTS". Indonesian Journal of Applied Linguistics 3, nr 2 (2.01.2014): 89. http://dx.doi.org/10.17509/ijal.v3i2.663.
Pełny tekst źródła김경훈 i 임미란. "Improving English Reading Competence through Extensive Reading". English21 25, nr 1 (marzec 2012): 155–68. http://dx.doi.org/10.35771/engdoi.2012.25.1.007.
Pełny tekst źródłaSooyeong Jeong. "English Reading Education Through Silent Sustained Reading". English21 27, nr 2 (czerwiec 2014): 227–53. http://dx.doi.org/10.35771/engdoi.2014.27.2.010.
Pełny tekst źródłaWulandari, Windha Aestetika, Utari Praba Astuti i Furaidah. "The English Reading Habits of English Language Education Undergraduate Students at English Department". JoLLA: Journal of Language, Literature, and Arts 1, nr 6 (30.06.2021): 707–16. http://dx.doi.org/10.17977/um064v1i62021p707-716.
Pełny tekst źródłaNorth, Richard, Katherine O'Brien O'Keeffe, Sarah Larratt Keefer i Katherine O'Brien O'Keeffe. "Reading Old English Texts". Modern Language Review 96, nr 1 (styczeń 2001): 150. http://dx.doi.org/10.2307/3735731.
Pełny tekst źródłaGiovanelli, Marcello, i Jessica Mason. "Reading, Readers and English". English in Education 52, nr 1 (2.01.2018): 2–4. http://dx.doi.org/10.1080/04250494.2018.1421343.
Pełny tekst źródłaRozprawy doktorskie na temat "Reading in English"
Petersson, Emmy. "Reading Attitudes in English 5 : Swedish Pupils' Attitudes towards Reading in English". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52092.
Pełny tekst źródłaDunser, Maria L. "READING NATURE, READING EVE: READING HUMAN NATURE IN JOHN MILTON'S PARADISE LOST". MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04032008-144046/.
Pełny tekst źródłaHowsam, Melissa Anne. "Reading Through Abjection". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11212003-195541/.
Pełny tekst źródłaChirchick, Rebecca Miriam. "After school intervention for English learners a pilot reading program targeting reading fluency and motivation /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906691&sid=6&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Pełny tekst źródłaBeers, Scott F. "Reading fluency and adolescent students' reading processes during writing /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.
Pełny tekst źródłaWood, Michelle. "Dehiscence : reading, breath and step". Thesis, University of Kent, 2017. https://kar.kent.ac.uk/69687/.
Pełny tekst źródłaTang, Shuk-yee, i 鄧淑儀. "The phonics approach and reading English". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.
Pełny tekst źródłaYandell, John. "Reading literature in urban English classrooms". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020708/.
Pełny tekst źródłaMcKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.
Pełny tekst źródłaHayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Pełny tekst źródłaEd.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
Książki na temat "Reading in English"
Rabley, Stephen. Reading for English. Oxford: Oxford University Press, 1995.
Znajdź pełny tekst źródłaGeoghegan, Crispin. Reading technical English. Cambridge: Cambridge University Press, 1986.
Znajdź pełny tekst źródłaThomas, Jambeck, red. Reading Old English. Morgantown, WV: West Virginia University Press, 2005.
Znajdź pełny tekst źródłaÖndeş, Nesibe Sevgi. English through reading. İstanbul: ELS, 2004.
Znajdź pełny tekst źródłaMills, Sara. Feminist readings/feminists reading. Wyd. 2. London: Prentice Hall/Harvester Wheatsheaf, 1996.
Znajdź pełny tekst źródłaDevelop your English: Reading. (Cambridge): National Extension College, 2002.
Znajdź pełny tekst źródłaLuk, Louise. English reading and comprehension. Hong Kong: Tomorrow, 1991.
Znajdź pełny tekst źródłaTurville-Petre, Thorlac. Reading Middle English literature. Malden, MA: Blackwell, 2007.
Znajdź pełny tekst źródłaDavis, Rosemary. Reading English with understanding. Gaborone, Botswana: National Institute of Development Research and Documentation, University of Botswana, 1991.
Znajdź pełny tekst źródłaAdams, Leslie. Go on reading: Reading resources in international English. Hemel Hempstead: Prentice Hall International, 1987.
Znajdź pełny tekst źródłaCzęści książek na temat "Reading in English"
Reinders, Hayo, Linh Phung i Marilyn Lewis. "Academic Reading". W Studying in English, 93–117. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59406-8_7.
Pełny tekst źródłaGreen, Andrew. "Reading". W Starting an English Literature Degree, 112–50. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_6.
Pełny tekst źródłaBurton, S. H., i J. A. Humphries. "Reading". W English GCSE Key Stage 4, 32–47. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13836-4_7.
Pełny tekst źródłaHedgcock, John S., i Dana R. Ferris. "L2 Reading". W Teaching Readers of English, 61–88. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-2.
Pełny tekst źródłaHedgcock, John S., i Dana R. Ferris. "L2 Reading". W Teaching Readers of English, 89–121. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-3.
Pełny tekst źródłaHedgcock, John S., i Dana R. Ferris. "Reading Closely". W Teaching Readers of English, 172–218. Second edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-5.
Pełny tekst źródłaMcDonald, Christine. "Wider reading". W English Language Project Work, 80–83. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22297-1_8.
Pełny tekst źródłaRainsford, Dominic. "Reading, research, writing". W Literature in English, 197–204. Second edition. | New York City : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429277399-15.
Pełny tekst źródłaGill, Richard. "Reading, notes, preparation". W Mastering English Literature, 307–15. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7_16.
Pełny tekst źródłaLund, Mary Ann. "Reading". W A Handbook of English Renaissance Literary Studies, 324–36. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118458747.ch22.
Pełny tekst źródłaStreszczenia konferencji na temat "Reading in English"
Fu, Bo. "Interactive Reading Model and College English Reading". W 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.143.
Pełny tekst źródłaSafriyani, Rizka. "Classroom Interaction in English Reading Class". W International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.60.
Pełny tekst źródłaSariah, Siti, Predari Siswayani, Nanang Kosim i Rahendra Maya. "The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216702650272.
Pełny tekst źródłaTsui, Rachel Ka-Ying, Xiuli Tong i Leo Shing-Chun Fung. "The role of prosodic reading in English reading comprehension among Cantonese-English bilingual children". W Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-119.
Pełny tekst źródłaPeng-wei, Liu. "The Influence of Reading Anxiety on English Reading Achievement". W Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.33.
Pełny tekst źródłaFitriyah, Ima. "Students’ Reading Comprehension: Between the Effectiveness of Interactive Approach, Reading Habit and Self-Actualization". W International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.009.
Pełny tekst źródłaFirdaus, Afif Fuad, Yusuf Hamzah i Fitriani Nurhalimah. "Cohesion Analysis on Texts for Reading Comprehension". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218600780084.
Pełny tekst źródła"Analysis of English Reading Mode Based on Reading and Writing". W 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.122.
Pełny tekst źródła"Analysis on Reading and Writing Theory of English Reading Model". W 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.213.
Pełny tekst źródłaHsieh, Pei-Chin, i Chang-Ho Ji. "On English Reading Achievement and Perceptions". W 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.40.
Pełny tekst źródłaRaporty organizacyjne na temat "Reading in English"
Matera, Carola, Magaly Lavadenz i Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.
Pełny tekst źródłaCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Pełny tekst źródłaMatera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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