论文部分内容阅读
本研究进行两个实验考察了在正常阅读(实验1)与快速阅读条件下(实验2)标题及小标题对高、低英语水平的大学生说明文阅读理解与信息保持的影响。实验结果表明:不论是正常阅读还是快速阅读,标题及小标题的呈现对读者的说明文阅读理解与信息保持均有显著的促进作用,即高、低英语水平的读者都能从标题及小标题中受益;但在正常阅读条件下,标题与小标题的呈现对低水平读者信息保持的促进作用比对高水平读者信息保持的促进作用大。
In this study, two experiments were conducted to examine the influence of reading and understanding on the explanatory texts of undergraduates in both normal reading (Experiment 1) and fast reading conditions (Experiment 2) and subheadings for high and low English proficiency. The experimental results show that both the normal reading and the quick reading show that the presentation of captions and subheadings can significantly promote readers’ reading comprehension and information retention. That is to say, both high and low English readers can read from captions and subheadings However, under the condition of normal reading, the promotion of title and subtitle can greatly promote the retention of low-level readership information than the retention of high-level readership information.