英文摘要 |
Two factors, generally, affect reading comprehension: one is the reader and the other, the text. The former includes a reader's ability of recognising characters, command of syntax, interference, existing knowledge or experience about text's subject, working memory, meta-recognition ability, motivation, and other emotional features. The latter ranges from level of vocabulary, coherence of contents, and structure. More than these, a student's learning style also shapes his or her way of learning and outcome. The learning style is the sum of an individual's personality and mental character, all of them together will influence one's intellectual activities such as perception, memory, thought, and problem-solving. This study chooses overseas students in the „Technical Class for Overseas Youth' from Malaysia as its subjects. The students, firstly, are divided into three groups according to the measure of „learning style scale', the test of Chinese reading comprehension and a survey of their processes and habits of Chinese reading are taken subsequently. The relevant tests and analyses of variance are done to the data thus generated. It is mainly to understand the performance of these Malaysian students of different learning styles in Chinese reading comprehension and to propose proper teaching and learning strategies for them. The results show that the reading comprehensions of most of these students are at middle-high or middle level; their styles are visual-oriented, preferring shapes, demonstrative and other visual means. The overall findings are that their reading comprehensions are varied and are affected by their styles. It means that the reading comprehension will change with learning style. |