Contrastive Goal Orientations in an EFL Reading Context: Influences on Reading Strategy Use and Comprehension Patterns.

Autor/in	He, Tung-hsien
Titel	Contrastive Goal Orientations in an EFL Reading Context: Influences on Reading Strategy Use and Comprehension Patterns.
Quelle	In: Teaching English as a second or foreign language, 5 (2001) 1, S. 1-18 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Grafiken; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Lautes Denken; Introspektion; Motivation; Lernmethode; Lernziel; Fremdsprachenunterricht; Englischunterricht; Lesen; Leseverstehen; Hochschule; Erwachsener; Taiwan
Abstract	The reported study investigates the influence of goal orientations on strategy use patterns and reading comprehension of adult EFL readers. Thirty-eight Taiwanese EFL college freshmen were randomly selected and assigned into the mastery-oriented and the combined mastery- and performance-oriented groups. Results indicated that two strategy use patterns surfaced in participants' think-aloud protocols. The combined group went through more turns of strategy use and employed more follow-up strategies, compared to its counterpart. The combined group also achieved better reading comprehension in terms of recalling more idea-units. Conversely, the mastery-oriented group was more liable to stop its efforts at understanding the unknown vocabulary/expressions. It was concluded that contrastive goal orientations contributed to significant differences in strategy use patterns and reading comprehension. EFL reading teachers are advised to investigate the links among these variables. Additionally, they might need to orient students to adopt a dual-rather than a single-achievement goal. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1