Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects

Tsui Chun Hu, Yao Ting Sung*, Hsing Huang Liang, Tsung Jen Chang, Yeh Tai Chou

*此作品的通信作者

研究成果: 雜誌貢獻 › 期刊論文 › 同行評審

1 引文 斯高帕斯（Scopus）

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Social Sciences

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Psychology