Film Comprehension Strategies in Hungarian Blogs

This article explores second language (L2) learners’ interpretation of reflexive anaphora in VP-Ellipsis by critiquing the work of Ying (2003), who applies Relevance Theory to explain elliptical anaphora. It argues against four claims made in his analysis: that L2 learners apply maximal relevance in anaphoric interpretation; that a procedural account of the impact of referential sentences on VP-ellipsis disambiguation is appropriate; that an account of anaphoric interpretation preferences should be based on processing cost; and that differences in experimental results between intermediate and advanced L2 learners are due to the use of different comprehension strategies (see Sperber, 1994). Instead, it argues: that it is not maximal but rather optimal relevance that is at work; that the key in disambiguating anaphora in VP-elliptical sentences is the achievement of an optimally relevant interpretation; that the role of contextual assumptions in anaphora resolution is to enable L2 learners to derive enough contextual effects to make it worth their effort and, in doing so, identifying (as a side effect) what they take to have been the intended referent; and that what is crucial in the use of comprehension strategies is not processing effort, but rather consistency with the second principle of relevance. Overall, all these factors provide the basis for an alternative and more comprehensive explanation of the experimental results discussed by Ying.

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Teaching higher-order comprehension strategies to a grade 2 learner who struggled to read for meaning: A case study

Perspectives in Education ◽

10.18820/2519593x/pie.v39.i2.19 ◽

2021 ◽

Vol 39 (2) ◽

Keyword(s):

Higher Order ◽

Comprehension Strategies

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Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

Learning and Individual Differences ◽

10.1016/j.lindif.2014.11.016 ◽

2015 ◽

Vol 37 ◽

pp. 81-95 ◽

Cited By ~ 15

Author(s):

Carolyn A. Denton ◽

Christopher A. Wolters ◽

Mary J. York ◽

Elizabeth Swanson ◽

Paulina A. Kulesz ◽

...

Keyword(s):

Reading Comprehension ◽

Grade Level ◽

Reading Proficiency ◽

Comprehension Strategies ◽

Reading Comprehension Strategies ◽

And Gender

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A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v19n2.58826 ◽

2017 ◽

Vol 19 (2) ◽

pp. 187-201

Author(s):

Juan David Gómez González

Keyword(s):

Reading Comprehension ◽

Strategy Instruction ◽

Reading Proficiency ◽

Intermediate Level ◽

Comprehension Strategies ◽

Reading Comprehension Strategies ◽

Content Learning ◽

The Past ◽

Composite Approach ◽

Main Components

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.

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Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6648 ◽

2018 ◽

Vol 46 (3) ◽

pp. 447-458 ◽

Cited By ~ 1

Author(s):

Hung-Chang Liao ◽

Ya-Huei Wang

Keyword(s):

Foreign Language ◽

Self Efficacy ◽

Comprehension Strategies ◽

Control Group ◽

Verbal Persuasion ◽

Reading Comprehension Strategies ◽

English Reading ◽

Significant Difference ◽

And Performance ◽

Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

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Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

10.31235/osf.io/p7cde ◽

2018 ◽

Author(s):

Arab World English Journal ◽

Hamza Al-Jarrah ◽

Nur Salina binti Ismail

Keyword(s):

Reading Comprehension ◽

Reading Strategies ◽

Conceptual Knowledge ◽

Cultural Knowledge ◽

Higher Learning ◽

Comprehension Strategies ◽

Efl Learners ◽

Reading Comprehension Strategies ◽

Reading Materials ◽

Learning Institutions

A variety of reading strategies are required to comprehend reading materials. Without effective reading strategies, students mostly face reading comprehension difficulties. This study aims to investigate reading comprehension strategies among English foreign language (EFL) learners in higher learning institutions. The study employed qualitative method and 10 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were interviewed. Inductive thematic approach was used to analyze data. The findings indicates that the most commonly used reading strategies among the EFL learners are logical knowledge (under linguistic schema), formal construction (under formal schema), cultural knowledge (under cultural schema), and prior knowledge and conceptual knowledge (under content schema). This study concludes that reading strategies help the EFL learners in understanding English reading materials. To improve reading strategies for EFL learners, there is a need for collective effort of English language teachers, curriculum designers, educationists, education policy makers, and the EFL learners themselves.

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