Intertextuality as a Constructive Reading Strategy

dc.contributor.author紀鳳鳴zh_tw
dc.date.accessioned2014-10-27T15:42:05Z
dc.date.available2014-10-27T15:42:05Z
dc.date.issued1998-06-??zh_TW
dc.description.abstractThe purpose of this study is to investigate how three Taiwanese EFL college readers employ intertextuality as a constructive reading strategy to interpret and comprehend two literary texts. The verbal self-reports, free oral post-reading responses and an oral interview are used to gather data. Case A presents how Liu uses intertextuality to build his reading framework, whereas Case B demonstrates how Chen flexibly changes his reading stance and, in turn promotes his reading comprehension. Case C illustrates how Fun uses autobiographical responses to intertextualize with the current text. This study suggests that teachers should not only help students set up intertextual links, but also support the continuation of building such links.en_US
dc.identifierE1D50B61-768D-B0D3-3FCA-B9423C4ABAECzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/24589
dc.language英文zh_TW
dc.publisher國立台灣師範大學英語學系zh_tw
dc.publisherDepartment of English, NTNUen_US
dc.relation(24),49-62zh_TW
dc.relation.ispartof英語研究集刊zh_tw
dc.subject.other英語教學zh_tw
dc.subject.other臺灣zh_tw
dc.titleIntertextuality as a Constructive Reading Strategyzh-tw

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