The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

Autor/inn/en	Gurses, Meral Ozkan; Adiguzel, Oktay Cem
Titel	The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use
Quelle	In: Journal of Education and Learning, 2 (2013) 2, S.55-68 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Learning Strategies; Teaching Methods; Reading Comprehension; Reading Achievement; Protocol Analysis; Reading Strategies; Second Language Learning; Academic Discourse; Measures (Individuals); French; Second Language Instruction; Instructional Effectiveness; Higher Education; College Students; Foreign Countries; Pretests Posttests; Metacognition; Statistical Analysis; Action Research; Intervention; Turkey + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; Discourse; Diskurs; Messdaten; Französisch; Fremdsprachenunterricht; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse; Projektforschung; Türkei
Abstract	This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi University, during the academic year of 2009-2010 participated in the study. Data for the study was collected through Reading Comprehension Achievement Test, Reading Strategy Scale, and Think-Aloud Technique. Findings indicate that strategies instruction had positive effects on students' reading comprehension in French and their use of reading strategies. After strategy instruction, students employed more frequently several reading strategies and alternated the strategies they used. In conclusion, the Cognitive Academic Language Learning Approach may be implemented as an effective model in teaching reading strategies for French as a foreign language at higher education level. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01