Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills

Autor/inn/en	Çakir, Abdulvahit; Ünaldi, Ihsan; Arslan, Fadime Yalçin; Kiliç, Mehmet
Titel	Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills
Quelle	In: English Language Teaching, 9 (2016) 8, S.11-20 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Reading Strategies; Vocabulary Development; Reading Skills; Reading Comprehension; Inferences; Knowledge Level; Reading Tests; Associative Learning; Metacognition; Standardized Tests; Scores; Predictor Variables; College Freshmen; Statistical Analysis; Multiple Regression Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Reading skill; Lesefertigkeit; Leseverstehen; Inference; Inferenz; Wissensbasis; Lesetest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Standadised tests; Standardisierter Test; Prädiktor; Studienanfänger; Statistische Analyse; Türkei
Abstract	Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text inferencing skills. Three different measures were used in the study: Word Association Test (WAT), Metacognitive Awareness of Reading Strategies Inventory (MARSI), and inferencing questions used in a standardized national test. The association test and reading strategies scores were regressed on inferencing scores of the participants. The results revealed that depth of vocabulary knowledge was a better predictor of inferencing skills compared to reading strategies. However, the model created by using these two predictors accounted for only 15% of the variance, and the major implication of this result is that there are other more significant factors which affect text inferencing skills of EFL learners than reading strategies and depth of vocabulary knowledge. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01