An Exploratory Study into the Reading Strategies of Learners of Japanese as a Foreign Language

1998 ◽  
Vol 32 (1) ◽  
pp. 1 ◽  
Author(s):  
Michael E. Everson ◽  
Yasumi Kuriya
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Reading Strategies

scholarly journals The Use of Literary Texts in EFL Coursebooks: An Exploratory Study

2020 ◽  
Vol 10 (3) ◽  
pp. 86
Author(s):  
Shaima Al-Saeed ◽  
Abdullah A. Alenezi
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Early Period ◽  
Research Area ◽  
Higher Learning ◽  
Literary Texts ◽  
Important Research ◽  
Institutions Of Higher Learning ◽  
Important Research Area ◽  
And Linguistics

This exploratory study investigates the use of literary texts in English as a foreign language (EFL) coursebooks and examines the extent to which literature is used within the coursebooks, the types of texts used as regards authenticity and recency, the criteria for selecting and adapting the texts and the ways of improving the selection and adaptation process. Multiple articles written on this subject show that the evaluation of EFL coursebooks is a relevant and important research area in the study of language and linguistics. This study gives a survey of the extent to which literary texts are used in EFL coursebooks within institutions of higher learning in Kuwait and worldwide. In this study, 44 popular EFL coursebooks (between 2015 and 2019) within higher education institutes, including those in Kuwait, were analysed. The findings demonstrated that literary texts are not included in many of the coursebooks used nowadays and that the literary texts selected were primarily from an early period (more than a century ago). Furthermore, the results revealed that the coursebooks include a large percentage of inauthentic, ill-adapted works. Consequently, this study recommends incorporating authentic literary texts in EFL coursebooks comprising modern literature.

scholarly journals Online Peer Feedback in Beginners’ Writing Tasks

2013 ◽  
Vol 43 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Constanza Tolosa ◽  
Martin East ◽  
Helen Villers
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Corrective Feedback ◽  
Online Communication ◽  
The Body ◽  
Online Environment ◽  
Tutoring Program ◽  
Written Corrective Feedback ◽  
Reciprocal Peer Tutoring ◽  
Made In

This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

scholarly journals Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

2021 ◽  
Vol 11 (5) ◽  
pp. 31
Author(s):  
Zühre Yılmaz Güngör
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
French Language ◽  
Metacognitive Skills ◽  
Course Success ◽  
Complex Process ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Effective Use

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to fonction. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari & Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.

scholarly journals Cross-linguistic influence in the writing of an Italian learner of English as a foreign language: An exploratory study

2011 ◽  
pp. 50
Author(s):  
Claudia Marcela Chapetón
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Mother Tongue ◽  
First Language ◽  
Written Production ◽  
Language Influence

This paper is based on the analysis of the nature of the first language influence on the written production of an Italian learner of English as a foreign language. The goal of the present exploratory study is to examine how cross-linguistic influence manifests itself at the level of syntax and lexis. Findings suggest that forms and  meanings in the L2 are expressed and shaped by the learner’s knowledge and use of  the foreign language as well as by the influence of the mother tongue.

scholarly journals TO THE QUESTION OF USAGE OF COGNITIVE STRATEGIES IN READING FOR TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO BEGINNERS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.M SYIROVA ◽  
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Reading Strategies ◽  
Foreign Students ◽  
Vocational Training ◽  
Cognitive Strategies ◽  
Special Structure ◽  
Speech Activity ◽  
The Future ◽  
Source Of Information

In the modern methodology of teaching Russian as a foreign language, special attention is paid to the training of future engineers, and the engineering profile is highlighted in the framework of teaching the language of the future specialty. Numerous works have been devoted to the training of foreign students of this profile, which have proven the existence of features of engineering thinking and perception of information. It was assumed that these features of thinking, the cognitive features of future engineers are formed under the influence of the specifics of vocational training, including reading engineering texts, since the texts of an engineering profile have a special structure. Reading as a type of speech activity plays a key role in the acquisition of knowledge by future engineers, since reading specialty texts is the main source of information for students. The work examines the main cognitive strategies, the use of which effectively affects the process of perception of information when reading. The author of the article considers reading strategies, the teaching of which at the stage of teacher training can help future engineers in the future when reading texts during their studies at a university and in preparation for entering a university.

scholarly journals Do Computer and Foreign language literacy affect native language (L1) reading strategies?

2021 ◽  
Vol 8 (6) ◽  
pp. 543-559
Author(s):  
Aristea Mavrogianni ◽  
Εleni Vassilaki ◽  
Apostolos Sarris ◽  
Emmanuel Yachnakis
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Reading Strategies ◽  
Computer Literacy ◽  
Foreign Languages ◽  
Rural Regions ◽  
Language Knowledge ◽  
Two Factors ◽  
Text Reading ◽  
Educational Variables

This research investigates metacognitive awareness, students reading strategies preferences and their correlation to independent demographic and educational variables. Data were gathered through the MARSI-2fGR inventory administered to a random sample of 632 students aged 12-24 from 68 schools in various urban, semi-urban and rural regions in Greece. The alternative factorial structure of the MARSI-2fGR inventory comprised of two factors, namely textor and textout, standing for text-oriented and beyond text reading strategies that Greek secondary students use. Results showed significant differences in favour of the textor reading strategies compared to the textout. It seems that other parameters affect the reading strategies preferences more than the family's socioeconomic status. Both variables of foreign language knowledge and computer literacy showed statistically significant differences. Therefore, it appeared that the more literate someone is in foreign languages and computers, the more reading strategies he/she declared to use. This research sheds new light on the way that Greek students read academic or school-related material.

Can reading strategies be successfully taught?

1998 ◽  
Vol 21 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Critical Issue ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Context Sensitive ◽  
Comprehensive Survey

The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.

Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia

2020 ◽  
pp. 1-38 ◽  
Author(s):  
Ekaterina Sudina ◽  
Luke Plonsky
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Exploratory Study ◽  
Foreign Language Anxiety ◽  
Two Dimensional ◽  
Specific Approach ◽  
Domain Specific ◽  
General Perspective

Abstract Although most research into grit – an individual difference that encompasses perseverance and passion for achieving long-term goals – has taken a domain-general perspective (e.g., Duckworth et al., 2007), emerging interest in a domain-specific approach to grit (e.g., Clark & Malecki, 2019) provides the groundwork for research into language learning grit. Expanding upon this nascent line of research (e.g., Teimouri, Plonsky, & Tabandeh, in press), this exploratory study supports a two-dimensional factor structure of language learning grit and, given the superior criterion validity of the perseverance of effort (PE) grit subscale comparable to foreign language anxiety with regard to second (L2) and third (L3) language achievement and self-rated proficiency among 153 Russian undergraduates, a reconceptualization of – and further research into – grit as a language-domain-specific construct in second language acquisition (SLA).

Sign in / Sign up

Export Citation Format

Share Document