The Relationship between EFL Reading and Existential-Phenomenology

Autor/inn/en	Tercanlioglu, Leyla; Akarsu, Oktay
Titel	The Relationship between EFL Reading and Existential-Phenomenology
Quelle	In: Journal on English Language Teaching, 2 (2012) 2, S.32-47 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Correlation; English (Second Language); Second Language Learning; Second Language Instruction; Phenomenology; Educational Research; Reading Processes; Learning Theories; Teaching Methods; Philosophy; Heuristics; Reading Difficulties + Suchen Sie Ihr Suchwort? Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsforschung; Pädagogische Forschung; Leseprozess; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Philosophie; Heuristik; Reading difficulty; Leseschwierigkeit
Abstract	This study reviews an overall theoretical framework of two major phenomena: reading and existential-phenomenology. Nine different predominant theories in reading education, their attributes, effective reading techniques and educational studies of learners' experiences towards effective reading will be examined with some basic issues to grasp the progression of learning theories applied throughout the centuries to assist learners and instructors to overcome difficulties with reading. Literature on existential phenomenology will be reviewed to display this approach and its importance in a research. The reviews of these theories and the approach lead to the proposal for the studies outlined subsequently in the thesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01