1) reading performance
阅读成绩
1.
The writer made a survey of English reading anxiety of vocational college students and their reading performance an.
笔者试图通过对高职学生的英语阅读焦虑对阅读成绩影响的相关调查,了解导致学生英语阅读焦虑产生的原因,以期对今后教学的改进有所帮助。
2.
The results show that the relationship among students levels of reading strategy,of reading motivations and of reading performance is positive correlation;English-reading-strategy training is not only feasible,but also can stimulate students reading motivations and im.
采用实验法、调查法、文献法等多种教育科研方法,对大专班学生研究了阅读策略训练对阅读动机的影响,结果显示:学生的阅读策略水平、阅读动机水平、阅读成绩之间存在极为显著的正相关;阅读策略训练不仅是可行的,而且能有效地激发学生的阅读动机,提高阅读成绩。
2) reading achievement
阅读成绩
1.
With foreign language reading anxiety scale,this study investigated foreign language reading anxiety and its relationship to reading achievement and gender based on random sampling of 95 high school students.
利用外语阅读焦虑量表,对随机抽样的95名高中二年级学生进行测试,以考察高中生外语阅读焦虑与阅读成绩及性别的关系。
2.
The eye tracker was used to study the relationship between reading achievements and personality in English fast reading with 48 sophomore participants.
本研究以48名大学二年级学生为被试，通过眼动实验探索英文快速阅读的阅读成绩与人格的关系。
3.
Therefore, using regression analysis, the present study explored how well learners\' English reading motivation (RM), use of English reading strategies (RS), negative L1 transfer (NT), and positive L1 transfer (PT) can predict their English reading achievement (RA), and which set of the observed variables best predicts it.
因此本研究运用回归分析考察了大学英语学习者的阅读动机、对阅读策略的运用、母语正迁移、和母语负迁移各自对其阅读成绩的预测力;进一步地考察了以上四种因素中哪种组合模式能最有效地预测学习者的阅读成绩。
3) reading achievements
阅读成绩
1.
The results indicated that strategy training effectively promoted the reading achievements of the trainees and T-test revealed a significant difference between good and poor students in terms of strategy learning and application.
结果表明:策略训练能有效提高中职生的阅读成绩;t检验表明高分组和低分组学生在掌握和运用所学策略方面存在显著性差异。
4) reading achievement
英语阅读成绩
1.
Based on the theory of field-dependent and field-independent styles, the research utilizes qualitative and quantitative analyses such as testing method, conversation method and data analysis to investigate the relation between field-dependent cognitive style and reading achievement among freshmen and sophomores.
本研究以场依存性-场独立性认知方式理论为基础,通过运用测试法、访谈法、统计分析法,分析了一、二年级大学生的场依存性认知方式与英语阅读成绩之间的关系。
5) reading comprehension achievement
阅读理解成绩
1.
This study investigated how the different items influence subsequent study-time-allocation strategies and the effect of the reading comprehension achievement and strategy, using 193 Chinese senior high school students, under the different condition(having time pressure or no time pressure) .
本研究用学生所熟悉的英文阅读理解测试为研究任务，以高一学生共计193人为被试，在有时间压力和无时间压力情境下进行了测试，考察了情境和文章难度对学生的英文阅读理解成绩和策略的影响。
2.
This study focuses on comprehension monitoring and cognitive styles , two important factors and the respective relationship with reading comprehension achievement of China s junior English majors.
本研究旨在探讨我国不同阅读理解监控水平、不同认知风格的英语专业大学生在阅读理解成绩上的差异状况。
补充资料：成绩
1.成功的业绩;成效。 2.今亦指工作或学习所取得的成就﹐收获。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条