Reading Interpretations: Indian and Bangladeshi Postgraduate Students' Use of Extratextual Framing and Metacognition

Autor/in	Bell, Joyce
Titel	Reading Interpretations: Indian and Bangladeshi Postgraduate Students' Use of Extratextual Framing and Metacognition
Quelle	In: Reading Matrix: An International Online Journal, 8 (2008) 1, S.43-63 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Indians; Metacognition; Graduate Students; Foreign Students; Difficulty Level; Foreign Countries; Case Studies; Teaching Methods; Academic Discourse; Ethnography; Qualitative Research; English (Second Language); Second Language Learning; Cultural Differences; Prior Learning; Translation; Literacy; Asians; Reading Skills; Reading Strategies; Protocol Analysis; Australia + Suchen Sie Ihr Suchwort? Inder; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schwierigkeitsgrad; Ausland; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Ethnografie; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Vorkenntnisse; Alphabetisierung; Schreib- und Lesefähigkeit; Asian; Asiat; Asiatin; Asiaten; Asiate; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Australien
Abstract	Reading is a complex skill, vital for the postgraduate student. However, many international postgraduate students experience considerable difficulty when applying their reading practices learnt in their own countries. This paper, part of a larger study, aims to provide insights into the reading practices of Indian/Bangladeshi postgraduate students while studying at an Australian university. Data were collected through case studies conducted in India and at an Australian university. Significant differences were found between the reading of general-interest text and academic text and differences were also found between the reading practices undertaken in first and third semesters. Pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01