Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

Autor/inn/en	Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza
Titel	Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 3, S.15-22 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Reading Strategies; Protocol Analysis; Reading Comprehension; Indo European Languages; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Comparative Analysis; Advanced Students; Transfer of Training; Native Language; Learning Strategies; Adult Students; Correlation; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Fortgeschrittener; Training; Transfer; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Korrelation; Ausland
Abstract	This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined through the think-aloud method. The findings showed that while the advanced EFL learners employed all the strategies (which were included in the strategy table of the study) in their English texts, the intermediate learners used only some of them and also used their strategies with different frequencies in comparison with the advanced learners. Therefore, the findings supported the view that the use of the reading strategies may be related to the learners' proficiency level. The findings also supported the idea that reading strategies can be transferred from one language to another based on the learners' proficiency level. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01