A Comparative Study of Reading Strategies Used by Chinese English Majors

Autor/inn/en	Zhou, Xiaoqiong; Zhao, Yonggang
Titel	A Comparative Study of Reading Strategies Used by Chinese English Majors
Quelle	In: English Language Teaching, 7 (2014) 3, S.13-18 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Majors (Students); College Students; English (Second Language); Second Language Instruction; Reading Strategies; Metacognition; Cognitive Processes; Social Influences; Questionnaires; Comparative Analysis; Instructional Program Divisions; Student Attitudes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Sozialer Einfluss; Fragebogen; Schülerverhalten; Ausland
Abstract	In this thesis, by means of questionnaire, we made an investigation into the reading strategies used by Chinese first-year and third-year English majors. The purpose of this study attempts to identify the typical types of reading strategies among English majors in a normal university of China, and also, to examine what differences exist in strategy use by first-year and third-year students. The output shows all the three reading strategies, whether metacognitive, cognitive or social/affective strategies are widely used by English majors in normal university. Nevertheless, differences do exist in the degree of popularity of some specific reading strategy items. The difference in use of reading strategies between first-year and third-year students is that the former are reported to employ much more social/affective strategies while the latter do much better in metacognitive and cognitive strategies. From what was discussed, we know that readers can benefit a lot from appropriate reading strategies in reading, so it is possible and necessary for teachers to offer reading strategy instruction for the students and also different strategy instruction should be offered to students in different grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01