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Download Reading Motivation of Chinese Middle School Students in Taiwan: A mixed method research study in social contexts, cultural practices, and instructional sources fb2, epub

by SuHua Huang

Download Reading Motivation of Chinese Middle School Students in Taiwan: A mixed method research study in social contexts, cultural practices, and instructional sources fb2, epub

ISBN: 3639250141
Author: SuHua Huang
Language: English
Publisher: VDM Verlag Dr. Müller (April 28, 2010)
Pages: 192
Category: Schools & Teaching
Subcategory: Formation
Rating: 4.7
Votes: 412
Size Fb2: 1350 kb
Size ePub: 1301 kb
Size Djvu: 1861 kb
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PDF This study employed a triangulated mixed method to investigate reading motivation of Chinese middle school students in. .tivation of Chinese middle school students in Taiwan. A total of 247 seventh

tivation of Chinese middle school students in Taiwan. A total of 247 seventh. grade students (122 boys and 125 girls) participated voluntarily by complet

The study has important implications for Chinese reading instruction. When compared with low reading achievement students, high reading achievement students were found to place greater value on grades and social recognition.

The study has important implications for Chinese reading instruction. They also had stronger self-efficacy and intrinsic motivation. The results showed that Chinese students, like their western counterparts, were motivated to read if they were presented with materials matching their personal interests and choices.

By Huang, Suhua; Ruan, Jiening; Capps, Matthew. Limited existing literature was found to investigate how culture and instructional methods affect Chinese middle school students' reading motivation (Huang 2013; Lau & Chan 2003; Wang & Guthrie 2004)

By Huang, Suhua; Ruan, Jiening; Capps, Matthew. Academic journal article Quarterly Journal of Chinese Studies. Limited existing literature was found to investigate how culture and instructional methods affect Chinese middle school students' reading motivation (Huang 2013; Lau & Chan 2003; Wang & Guthrie 2004). The effects of different structures of learning contexts that influence Chinese middle school students' reading motivation needs further investigation and exploration (Huang 2013; Lau 2004, 2009).

A Mixed-Methods Study to Investigate Chinese Students’ Reading Motivation .

A Mixed-Methods Study to Investigate Chinese Students’ Reading Motivation in Taiwan. Boys’ and Girls’ Reading Skills and Attitudes During the First Six School Years. Tuula Merisuo-Storm, Juli-Anna Aerila.

Entrance gate at the No. 3 Middle School Attached to Beijing Normal . China has more students studying abroad than any other country; since 1979, there have been 697,000 Chinese students studying in 103 countries and regions, of whom 185,000 have returned after finishing their studies. 3 Middle School Attached to Beijing Normal University, an example of an affiliation of primary, secondary, and tertiary institutions common in China. Since the 1950s, China has been providing a nine-year compulsory education to what amounts to a fifth of the world's population.

Studying under Chinese Contexts The high energy consumption and climate change are being big challenges to human being’s development

In particular, teachers' and parents' expectations strongly influenced the students' motivation to read. The study has important implications for Chinese reading instruction. Studying under Chinese Contexts The high energy consumption and climate change are being big challenges to human being’s development. 2005 руб 2008 год 100 стр. мягкая обложка.

These cultural values and practices are assumed to influence student . Culture, Motivation, and Reading Achievement: High School Students in 41 Countries, in Learning and Individual Differences, 20, 6: 579-92.

These cultural values and practices are assumed to influence student motivation and subsequent achievement. Questionnaire items were also subjected to a reliability test. Several items were amended due to lack of clarity, while the reliability test found certain question items not statistically trustworthy. Clement, R. & Noels, K. A. (1992).

This study aims to look into the L2 motivations of young Chinese learners of English from this dynamic and contextualised process view and to examine what factors motivate these learners.

By middle school or high school, for students who may be in special education or have been identified as having reading difficulties, the entire focus of their programs is on accommodation. It’s almost as if people have tacitly given up and are saying, You know what?

The results showed that Chinese students, like their western counterparts, were motivated to read if they were presented with materials matching their personal interests and choices. When compared with low reading achievement students, high reading achievement students were found to place greater value on grades and social recognition. They also had stronger self-efficacy and intrinsic motivation. The results also suggested that external social and cultural factors impacted the students' motivation to read. In particular, teachers' and parents' expectations strongly influenced the students' motivation to read. The study has important implications for Chinese reading instruction. Chinese reading teachers should de-emphasize reading for grades and external factor. They should adopt instruction practices that promote intrinsic motivation and develop lifelong engaged readers who truly love reading.

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