| Author: | Chitson, Janet C. Y |
| Title: | Reading process : an investigation of strategies |
| Degree: | M.A. |
| Year: | 1996 |
| Subject: | English language -- Study and teaching -- China -- Hong Kong English language -- Study and teaching (Secondary) -- China -- Hong Kong -- Case studies Reading -- China -- Hong Kong Reading comprehension Hong Kong Polytechnic University -- Dissertations |
| Department: | Department of English |
| Pages: | 100 leaves : ill. ; 30 cm |
| Language: | English |
| Abstract: | Reading and reading comprehension are important parts of the Hong Kong English syllabus, but little guidance is provided to teachers on methods to improve the quality of students reading comprehension. Previous research into the strategies employed by readers when interpreting the text have mainly focused on first language students. In this research we look at the types of reading strategies employed by second language students as discussed by established researchers . Three experiments were carried out to elicit the strategies employed by students whose first language is Cantonese. The first study is more exploratory in nature providing both a basic framework for succeeding studies as well as information necessary for the selection of students for the second and third studies. The second study uses pair discussion to explore the use of interaction to externalize thought processes. The nature of these results suggested the necessity to conduct a third and final study where individual students underwent solo thinking aloud sessions. The results of all three studies support many of the indicators of a good comprehender suggested by others and offer a general picture of the reading processes of Cantonese L2 learners from where further research can be conducted. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| b12465276.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 3.57 MB | Adobe PDF | View/Open |
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