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英語聽力策略與學習成效 ; Implementing Listening Strategies in EFL Classrooms
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The Relationship Between Chinese EFL Learners’ Reading Self-Efficacy and Use of Metacognitive Reading Strategies
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Research on College English Reading Teaching Based on Metacognitive Strategies
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In: Cross-Cultural Communication; Vol 17, No 2 (2021): Cross-Cultural Communication; 36-40 ; 1923-6700 ; 1712-8358 (2021)
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Noticing for Equity to Sustain Multilingual Literacies
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In: Journal of Adolescent and Adult Literacy, vol 63, iss 4 (2020)
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Estratégias metacognitivas de compreensão leitora em tradução
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A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 142-150 (2020) (2020)
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Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors
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In: Journal of Global Education and Research (2019)
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Investigating EFL Learners' Awareness and Use of Cognitive and Metacognitive Reading Comprehension Strategies - A Cross Disciplinary Study in Oman
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Ahmed, R. - : University of Exeter, 2019. : Graduate School of Education, 2019
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Applying Metacognitive Strategies in Comprehending English Reading Texts
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 19, Iss 1, Pp 138-159 (2019) (2019)
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Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks
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In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching; 60-69 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v3i1 (2019)
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A Study of Reading Strategy Use of Chinese College Students
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In: Cross-Cultural Communication; Vol 14, No 1 (2018): Cross-Cultural Communication; 41-45 ; 1923-6700 ; 1712-8358 (2018)
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Processamento em leitura, estratégias metacognitivas e ensino: revisitando os temas ; Reading processing, metacognitve strategies and teaching: revisiting the themes
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In: Signo; v. 43, n. 77 (2018); 125-142 ; 1982-2014 ; 0101-1812 (2018)
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AUTHOR`S COURSE «HOT ENGLISH» FOR FUTURE MANAGERS: FROM THE EXPERIENCE OF EXPERIMENTAL DEVELOPMENT ; АВТОРСЬКИЙ КУРС «HOT ENGLISH» ДЛЯ МАЙБУТНІХ МЕНЕДЖЕРІВ: ІЗ ДОСВІДУ ЕКСПЕРИМЕНТАЛЬНОЇ РОЗРОБКИ
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In: The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy; № 4 (2017): The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy; 155-162 ; Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія: педагогіка; № 4 (2017): Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія: педагогіка; 155-162 ; 2415-3605 ; 2311-6382 (2017)
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L2 reading: Strategies and gender preferences in the foreign language classroom ; Lectura en L2: Estrategias y preferencias de género en la clase de lengua extranjera
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Abstract:
[EN] L2 reading comprehension and the development of strategies that further students’ foreign language de-velopment are critical for learners and teachers. Drawing from current research on reading strategies and gender, this article discusses existing and emerging trends on the use of specific reading strategies as they pertain to gender preferences, and proposes pedagogical recommendations that address the needs of each gender while keeping the classroom balanced and free of gender biases. ; [ES] La comprensión lectora en una L2 y el desarrollo de estrategias que fomenten el progreso en la adquisición de la lengua extranjera de los estudiantes son fundamentales para los aprendices y los profesores. A partir de las recientes investigaciones sobre estrategias de lectura y género, este artículo analiza las tendencias existentes y emergentes sobre el uso de estrategias específicas de lectura en relación con las preferencias de género, y se proponen recomendaciones pedagógicas que abordan las necesidades de cada género manteniendo el salón de clase equilibrado y libre de sesgos de género. ; Peart, SM. (2017). L2 reading: Strategies and gender preferences in the foreign language classroom. Lenguaje y Textos. (45):17-28. doi:10.4995/lyt.2017.7437. ; SWORD ; 17 ; 28 ; 45 ; Abbott, M. L. (2006). ESL Reading Strategies: Differences in Arabic and Mandarin Speaker Test Performance. Language Learning, 56(4), 633-670. doi:10.1111/j.1467-9922.2006.00391.x ; Aebersold, J. A. & Field, M. L. (1997). From Reader to Reading Teacher. Cambridge: Cambridge University Press. ; Alderson, J. (1984). Reading in a foreign language: A reading problem or a language problem. In J. Alderson and A. Uruhart (eds.). Reading in a Foreign Language (pp. 1-24). NY: Longman. ; Alderson, J. C. (2000). Assessing Reading. doi:10.1017/cbo9780511732935 ; BARNETT, M. A. (1988). Reading through Context: How Real and Perceived Strategy Use Affects L2 Comprehension. The Modern Language Journal, 72(2), 150-162. doi:10.1111/j.1540-4781.1988.tb04177.x ; Block, E. (1986). The Comprehension Strategies of Second Language Readers. TESOL Quarterly, 20(3), 463. doi:10.2307/3586295 ; CARRELL, P. L. (1989). Metacognitive Awareness and Second Language Reading. The Modern Language Journal, 73(2), 121-134. doi:10.1111/j.1540-4781.1989.tb02534.x ; Carrell, P. L. (1985). Facilitating ESL Reading by Teaching Text Structure. TESOL Quarterly, 19(4), 727. doi:10.2307/3586673 ; Carver, R. P. (1993). Merging the Simple View of Reading with Rauding Theory. Journal of Reading Behavior, 25(4), 439-455. doi:10.1080/10862969309547829 ; DAVIS, J. N., & BISTODEAU, L. (1993). How Do L1 and L2 Reading Differ? Evidence from Think Aloud Protocols. The Modern Language Journal, 77(4), 459-472. doi:10.1111/j.1540-4781.1993.tb01993.x ; Devine, J. (1993). The role of metacognition in second language reading and writing. In G. Joan and L. I. Carson (eds.). Reading in the Composition Classroom, Second Language Perspective (pp. 105-130). Boston: Heinle and Heinle Publishers. ; DROOP, M., & VERHOEVEN, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38(1), 78-103. doi:10.1598/rrq.38.1.4 ; Flavel, J. (1981). Cognitive monitoring. In W. P. Dickson (ed.). Children's Oral Communication Skills (pp. 35-60). New York: Academic Press. ; Fraser, C. A. (2004). Reading fluency in a second language. The Canadian Modern Language Journal, 61, 135–160. ; Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and Unanswered Questions. Educational Psychologist, 24(2), 143-158. doi:10.1207/s15326985ep2402_2 ; Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. London: Longman. ; Grabe, W., & Stoller, F. L. (2004). Teaching reading. The Encyclopedia of Applied Linguistics. ; Green, J. M., & Oxford, R. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29(2), 261. doi:10.2307/3587625 ; Kaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan. In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-Cultural Perspectives (pp. 75–88). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center. ; Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp. 20–34). New York: Cambridge University Press. ; Moktari, K. & R. Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25 (3): 2-10. ; Nassaji, H. (2003). Higher?Level and Lower?Level Text Processing Skills in Advanced ESL Reading Comprehension. The Modern Language Journal, 87(2), 261-276. doi:10.1111/1540-4781.00189 ; Nation, I. S. P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13–16. ; Oxford, R., Nyikos, M., & Ehrman, M. (1988). Vive la Différence? Reflections on Sex Differences in Use of Language Learning Strategies. Foreign Language Annals, 21(4), 321-329. doi:10.1111/j.1944-9720.1988.tb01076.x ; Oxford, R. L. (1993). Gender differences in styles and strategies for language learning: What do they mean? Should we pay attention? In J. E. Alatis (ed.). Strategic Interaction and Language Acquisition: Theory, Practice and Research (pp. 541-556). Washington, DC: Georgetown University Press. ; Oxford, R. L. (2011). Teaching & Researching: Language Learning Strategies. Routledge. ; Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1, 15-51. ; Pike, L. (1979). An evaluation of alternative item formats for testing English as a foreign language. TOEFL Research Reports, No. 2. Princeton, NJ: Educational Testing Service. ; Poole, A. (2005). Gender and academic reading strategies: A survey of adult EFL learners in Mainland China. Hong Kong Journal of Applied Linguistics, 10 (2): 38-51. ; Poole, A. (2009). The reading strategies used by male and female Colombian university students. PROFILE, 11 (1): 29-40. ; Pressley, M. & Afflerbach, V. (1995). Verbal Protocols of Reading: The Nature of Constructively responsive reading. Hillsdale, NJ: Erlbaum. ; Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 545–561). Mahwah, NJ: Erlbaum. ; Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513-536. doi:10.1111/1467-9922.00193 ; Schoonen, R., Hulstijn, J., & Bossers, B. (1998). Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8 and 10. Language Learning, 48(1), 71-106. doi:10.1111/1467-9922.00033 ; Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. doi:10.1016/s0346-251x(01)00039-2 ; Sheorey, R. (2006). Learning and Teaching of English in India. New Delhi: Sage Publications. ; Sheorey, R. & Babocky, E. (2008). Metacognitive awareness of reading strategies among Hungarian college students. In K. Mokhtari & R. Sheorey (eds.). Reading Strategies of First-and Second-Language Learners (pp. 161-173). Norwood, MA: Christopher-Gordon. ; Sheorey, R., Kamimura, Y., & Freiermuth, M. (2008). Reading strategies of users of English as a library language: The case of Japanese ESP students. In K. Mokhtari & R. Sheorey (Eds.), Reading Strategies of First-and Second-Language Learners (pp. 175-184). Norwood, MA: Christopher-Gordon. ; Taylor, A., Stevens, J. R., & Asher, J. W. (2006). 6. The effects of Explicit Reading Strategy Training on L2 reading comprehension. Language Learning & Language Teaching, 213-244. doi:10.1075/lllt.13.11tay ; Weinstein, C. & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (ed.). Handbook of Research on Teaching (pp. 315-327). New York: Macmillan. ; Jun Zhang, L. (2001). Awareness in Reading: EFL Students’ Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment. Language Awareness, 10(4), 268-288. doi:10.1080/09658410108667039
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Keyword:
Cognitive and metacognitive strategies; Enseñanza de la comprensión lectora en una L2; Estrategias cognitivas y metacognitivas; Gemder preferences; Preferencias de género; Reading strategies; Teaching L2 reading comprehension
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URL: https://doi.org/10.4995/lyt.2017.7437
http://hdl.handle.net/10251/84693
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ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 5, Iss 2, Pp 82-94 (2017) (2017)
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USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 6, Iss 1 (2017) (2017)
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Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module
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In: Acta Scientiarum. Language and Culture; Vol 39 No 4 (2017); 387-396 ; Acta Scientiarum. Language and Culture; v. 39 n. 4 (2017); 387-396 ; 1983-4683 ; 1983-4675 (2017)
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Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module
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In: Acta Scientiarum. Language and Culture; v. 39, n. 4 (2017); 387-396 ; 1983-4683 ; 1983-4675 (2017)
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| 19 |
Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates ...
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Using Metacognitive Strategies In Reading Comprehension By Efl Students ...
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