L2 Reading Strategies Used by Iranian EFL Learners: A Think-Aloud Study

Autor/inn/en	Ghavamnia, Maedeh; Ketabi, Saeed; Tavakoli, Mansoor
Titel	L2 Reading Strategies Used by Iranian EFL Learners: A Think-Aloud Study
Quelle	In: Reading Psychology, 34 (2013) 4, S.355-378 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2011.640097
Schlagwörter	English (Second Language); Foreign Countries; Reading Comprehension; Classification; Protocol Analysis; Undergraduate Students; Reading Strategies; Second Language Learning; Learning Strategies; Females; Majors (Students); Reading Tests; Sampling; Coding; Taxonomy; Second Language Instruction; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Leseverstehen; Classification system; Klassifikation; Klassifikationssystem; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Weibliches Geschlecht; Lesetest; Codierung; Programmierung; Taxonomie; Fremdsprachenunterricht
Abstract	This study investigated the differences in the type and frequency of strategy use by four proficient and four less-proficient readers. Thirty female senior undergraduates majoring in TEFL at a university in Iran were given a reading comprehension test. Based on the results of their reading test, eight were chosen based on a nonrandom purposive sampling technique to take part in the study. They were required to read an expository text in English (L2) and at the same time think aloud. The strategies that emerged from the think-aloud protocols were coded and categorized based on Oxford's (1990) taxonomy of language learning strategies. (Contains 10 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10