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Strategies for reading English as a ...

Chang, Ru Moh.

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Strategies for reading English as a Foreign Language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Strategies for reading English as a Foreign Language./
作者:	Chang, Ru Moh.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 1220.
Contained By:	Dissertation Abstracts International59-01A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9820818
ISBN:	9780591724851

Strategies for reading English as a Foreign Language.
Chang, Ru Moh.

Strategies for reading English as a Foreign Language. - 157 p.

Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 1220.

Thesis (Ph.D.)--State University of New York at Albany, 1997.

The purpose of this study was to investigate the reading strategies used by college students in Taiwan who are learning English as a foreign language for academic purposes. It addressed three research questions: the types of strategy use by the participants, the differences in strategy use in different types of texts, and the differences in strategy use by high achievers in contrast to low achievers. Qualitative research methods, think-aloud and interview, were used to collect data. In the think-aloud task, Chinese college-level students were asked to read the English passages and report their thinking when they were reading passages varying in language difficulty and content familiarity. Based on students' academic achievement in the previous year, ten high achievers and ten low achievers who were English majors with the same academic status in the same university were selected for this study.

ISBN: 9780591724851Subjects--Topical Terms:

2122756
Reading instruction.

Strategies for reading English as a Foreign Language.
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500 $a Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 1220.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 1997.
520 $a The purpose of this study was to investigate the reading strategies used by college students in Taiwan who are learning English as a foreign language for academic purposes. It addressed three research questions: the types of strategy use by the participants, the differences in strategy use in different types of texts, and the differences in strategy use by high achievers in contrast to low achievers. Qualitative research methods, think-aloud and interview, were used to collect data. In the think-aloud task, Chinese college-level students were asked to read the English passages and report their thinking when they were reading passages varying in language difficulty and content familiarity. Based on students' academic achievement in the previous year, ten high achievers and ten low achievers who were English majors with the same academic status in the same university were selected for this study.
520 $a The think-aloud task and interview were audiotaped. Data analysis went through four phases: transcribing and translating into English, segmenting and labeling, categorizing, and checking reliability. Four types of strategies emerged through the qualitative analysis of the data: (I) Making sense of the English text, (II) Responding to texts, (III) Recognizing difficulties, and (IV) Reading behavior. Quantitative analysis was used to strengthen the qualitative results and distinguished major and minor strategies.
520 $a Regardless of text difficulty and academic achievement, paraphrasing and stating main idea were the two major strategies reader employed to comprehend the texts in terms of frequency. Using dictionary and using no strategy were the two major strategies readers employed to deal with text difficulties. In reading unfamiliar or difficult texts, the major strategies were used frequently, and readers' responses to texts and the reporting of reading behavior decreased. In reading familiar or easy texts, more of the minor strategies were used and the responses to texts and the reporting of reading behavior increased. High achievers used strategies more frequently and used more of the minor strategies than low achievers. They had a greater control of strategy use, responding to the texts and reported their reading behaviors more frequently than low achievers.
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