Scoring recalls for L2 readers of English in China: Pausal or idea units

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dc.contributor.authorBrantmeier, Cindy
dc.contributor.authorStrube, Mike
dc.contributor.authorYu, Xiucheng
dc.date.accessioned2020-05-22T02:18:40Z
dc.date.available2020-05-22T02:18:40Z
dc.date.issued2014-04
dc.description.abstractWritten recall may be a powerful tool used to address reading deficiencies in China. With 180 students enrolled in a third-year English class at a large university in northeastern China, the present investigation studies the relationship between pausal and idea units used to codify written recalls, and it investigates whether the strength of the relationship between pausal and idea units depends on other variables, such as length of time spent studying English, the amount of leisure reading done in English, or the version of passage. Findings indicate a strong correlation between idea units and pausal units for written recalls. This correlation underscores prior findings by Bernhardt (1991), and it reveals that the strength of the relationship between pausal and idea units does not depend on the moderating variables examined. Results are discussed in light of prior research and a detailed discussion of future directions for experiments of this type is offered.
dc.identifier.doi10125/66685
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66685
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectrecall
dc.subjectunits
dc.subjectcomprehension
dc.subjectEnglish
dc.titleScoring recalls for L2 readers of English in China: Pausal or idea units
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage130
prism.number1
prism.startingpage114
prism.volume26

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