Reading History in English: Discourse Analysis and the Experience of Native and Non-Native Readers. Working Papers on Bilingualism, No. 16.

Autor/inn/en	Cohen, Andrew D.; Fine, Jonathan
Institution	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Titel	Reading History in English: Discourse Analysis and the Experience of Native and Non-Native Readers. Working Papers on Bilingualism, No. 16.
Quelle	(1978), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Comprehension; Content Area Reading; Discourse Analysis; English for Special Purposes; English (Second Language); Intellectual Development; Language Acquisition; Language of Instruction; Language Research; Native Speakers; Postsecondary Education; Readability; Reading Comprehension; Reading Development; Reading Skills; Second Language Learning; Student Motivation; Vocabulary + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Sinnerfassendes Lesen; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; Teaching language; Unterrichtssprache; Sprachforschung; Muttersprachler; Post-secondary education; Tertiäre Bildung; Lesbarkeit; Leseverstehen; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Schulische Motivation; Wortschatz
Abstract	This paper is the fourth in a series of studies focusing on the problems that Israeli students encounter in reading technical texts in English. This study deals with non-native students' understanding of what they read and on how their understanding compares with that of natives. Also being tested is a method for investigating students' understanding of texts. The theory of cohesion developed by Halliday and Hasan provided the researchers with a useful tool for analyzing the target text and for generating a series of questions. These questions were asked of a small number of native and non-native readers of English. It was found that cohesive factors distinguished non-native from native readers but it was not established which of these factors was most important in the reading process. It is suggested that collecting introspective information from non-native informants about how they answer comprehension questions could be helpful in understanding second-language reading. (Author/NCR)
Anmerkungen	Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01