学术界双语学生的笔记技巧：读写能力、语言与认知考察
Note-Taking Skill Among Bilingual Students in Academia: Literacy, Language and Cognitive Examination.
作者信息
Asaly-Zetawi Mona, Lipka Orly
机构信息
Department of Learning Disabilities, University of Haifa, Haifa, Israel.
Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel.
出版信息
Front Psychol. 2019 May 14;10:870. doi: 10.3389/fpsyg.2019.00870. eCollection 2019.
The ability to take notes while listening to a lecture is important and complicated. The main goal of the current study was to examine note-taking skills among students with Hebrew as a first language (L1) and students with Arabic as a first language and Hebrew as a second language (L2). Literacy, language, cognitive, and note-taking skills were assessed among 63 undergraduate students (28 L1). L1 students were found to produce notes of higher quality than L2 students. Moreover, there were significant differences between the groups on measures of vocabulary, word reading fluency, and handwriting speed. The results also revealed that first language was the most important variable in predicting note quality, followed by word reading fluency. Educational implications and directions for further research are discussed in light of the findings.
在听讲座时做笔记的能力既重要又复杂。本研究的主要目的是考察以希伯来语为第一语言（L1）的学生以及以阿拉伯语为第一语言、希伯来语为第二语言（L2）的学生的笔记记录技巧。对63名本科生（28名L1学生）的读写能力、语言能力、认知能力和笔记记录技巧进行了评估。结果发现，L1学生所做笔记的质量高于L2学生。此外，两组在词汇量、单词阅读流畅性和书写速度的测量方面存在显著差异。研究结果还表明，第一语言是预测笔记质量的最重要变量，其次是单词阅读流畅性。根据研究结果讨论了教育意义和进一步研究的方向。
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