Literaturnachweis - Detailanzeige
Autor/in | Wang, Yang |
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Titel | Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading |
Quelle | In: Journal of International Students, 9 (2019) 2, S.661-681 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2162-3104 |
Schlagwörter | Reading Strategies; Foreign Students; Content Area Reading; English (Second Language); Second Language Learning; Graduate Students; Reading Attitudes; Miscue Analysis; Reading Processes; Case Studies; Asians; Student Attitudes; Oral Reading; Difficulty Level; Self Efficacy; Second Language Instruction; Teaching Methods; Reading Skills; Mandarin Chinese; Native Language; Translation; Code Switching (Language); Metacognition Reading strategy; Leselernstufe; Lesetechnik; Sinnerfassendes Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Reading behavior; Rading behaviour; Leseverhalten; Leseprozess; Case study; Fallstudie; Case Study; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Oral work; Reading; Mündliche Übung; Lesen; Schwierigkeitsgrad; Self-efficacy; Selbstwirksamkeit; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | This qualitative case study explored two Chinese international graduate students' beliefs about their reading and reading processes. The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA). The researcher found that readers' beliefs were not static and text difficulty influenced the students' reading beliefs and strategy use. Through RMA, both students became aware of their respective reading processes and they both became more confident as readers. This study suggests that RMA is an effective tool for English-as-an-additional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills. (As Provided). |
Anmerkungen | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |