Question Type And Structure Of Training On The Effects Of Text

Materials existed show that text signals have different impacts on the readers according to their cognitive styles and reading levels, similarly the impact may vary according to the organization of the text themes and text topic length. As a result, exploring different factors that could influence the effect of text signals is of great importance not only to the revealing of the working mechanism of text signals but also to the instruction of reading teaching. This research acts according to the classification method from Song Zhenshao and one variable with the name of types of problem posing is added. It aims to investigate the influence that text signals have on different students of different types of problem posing when reading so as to verify the working mechanism of text signals.In first experiment, 108 students are selected from grade 2 of a senior middle school, from whom 54 highest-thinking engagement students and lowest-thinking engagement ones will be picked out according to their self- problem-solving abilities. The each of two groups will be divided into 2 groups again according to the standard whether there are any text signals or not. So the participants are now divided into 4 groups: 27 highest-thinking engagement students with text signals and 27 highest- thinking engagement ones without signals. The same standard is applied to the lowest-thinking engagement students. Three factors which reflect the content and structure of the text can be treated as the dependent variables, which are the understandable words of text themes, the overall recall and the problem-solving results. From the variable dependents, conclusion can be reached that after the addition of the variable with the name of types of problem posing the qualitative hypothesis of text signal is tenable while quantitative hypothesis, which is very complex, is only tenable under certain circumstance. (1) In topic access, the results of all types of participants are all improved evidently with the help of text signals, which supports quantitative hypothesis. (2)As to the overall recall of text, there is significant interaction between signals and types of question posing. Signals only advance the lowest- thinking engagement students significantly. (3) For the result of question posing, signals improve the scores of all the participants remarkably, which supports qualitative hypothesis.In the second experiment, 120 participants are selected and are divided into 4 groups according to whether there are any text signals and whether the students will led by the signals to form the structure of the text in their mind. Take text topic access and overall recall as dependent variables, following conclusions can be reached: (1) As to topic access the subjects who received training and read the text with signals recalled more topic and overall ideas than those who received no training and read the text without signals. (2) When it comes to overall recall, the two factors interact with each other significantly. Training only promotes those participants without signals. (3) The mechanism of the effect of text signals supports the strategy-switch hypothesis more.