A Comparison of First and Second Language Reading Strategies among English-Speaking University Students.

Autor/in	Hauptman, Philip C.
Institution	Utrecht State Univ., (Netherlands).
Titel	A Comparison of First and Second Language Reading Strategies among English-Speaking University Students.
Quelle	(1979), (30 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cloze Procedure; Context Clues; Decoding (Reading); Error Analysis (Language); Higher Education; Language Research; Native Language Instruction; Reading Skills; Second Language Learning; Semantics; Structural Analysis (Linguistics); Syntax; Word Recognition + Suchen Sie Ihr Suchwort? Lückentext; Dekodierung; Error analysis; Language; Fehleranalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachforschung; Native language education; Muttersprachlicher Unterricht; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Semantik; Structural analysis; Strukturanalyse; Worterkennung
Abstract	In an attempt to answer some of the questions concerning the roles of syntactic vs. semantic cues and the similarities and/or differences between the first (L1) and second (L2) language reading strategies, a pilot study was conducted with 47 English-speaking students enrolled in French as a second language classes at a bilingual, English-French university. The purpose of the study was two-fold: (1) to investigate the use of L2 cues at various proficiency levels, and (2) to compare L1 and L2 reading strategies. The cloze procedure was used to elicit information. Two groups of students were on an intermediate proficiency level in French, and a third group of students were at a more advanced level. Two groups received French cloze tests; students in the third group received one French and one English cloze test of different passages. Syntactic errors, semantic errors, syntactic/semantic errors, and blanks were tabulated for each group. Three predominant unsuccessful strategies seemed to emerge: (1) reluctance to take chances, (2) failure to notice global cues, and (3) failure to notice local cues. The conclusions emerging from the study deal with the validity of cloze tests as an instrument for measuring and studying reading strategies in both first and second language, and a number of tendencies in reading proficiency in both first and second languages. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01