Self-Assessment of Word Knowledge with Graded Readers: A Preliminary Study

Autor/in	Wan-a-rom, Udorn
Titel	Self-Assessment of Word Knowledge with Graded Readers: A Preliminary Study
Quelle	In: Reading in a Foreign Language, 22 (2010) 2, S.323-338 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Reading Strategies; Translation; Vocabulary Development; English (Second Language); Second Language Learning; Case Studies; High School Students; Instructional Materials; Interviews; Observation; Language Tests; Second Language Instruction; Thailand + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interviewing; Interviewtechnik; Beobachtung; Language test; Sprachtest; Fremdsprachenunterricht
Abstract	The study investigated how second language (L2) learners self-assessed word knowledge on a page of text taken from a graded reader. The case study subjects were five Thai high school learners of English. They were asked to assess their word knowledge using a page of continuous text. Data gained through observation, interviews, self-assessment and a translation test showed that such self-assessment of word knowledge resulted in learners using various reading techniques from simple translation to more complicated guessing from context. The results provide some insight into how self-assessment of word knowledge with graded readers is carried out and provides evidence to support the value of self-assessment as an easy procedure to direct learners to an appropriate reading level as suggested by the scholars in the field (Bamford & Day, 2004; Day & Bamford, 1998; Waring, 1997). Suggestions for pedagogical practice are given. (Contains 2 tables and 2 notes.) (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10