Differences between Monolinguals and Bilinguals/Males and Females in English Reading Comprehension and Reading Strategy Use

Autor/inn/en	Afsharrad, Mohammad; Sadeghi Benis, Aram Reza
Titel	Differences between Monolinguals and Bilinguals/Males and Females in English Reading Comprehension and Reading Strategy Use
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 1, S.34-51 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1037238
Schlagwörter	Gender Differences; Bilingualism; Monolingualism; English; Turkish; Reading Comprehension; Reading Strategies; Indo European Languages; Questionnaires; Likert Scales; Factor Analysis; Second Language Instruction; English (Second Language); Metacognition; Language Proficiency; High School Students; Boarding Schools; Foreign Countries; Language Tests; Second Language Learning; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Bilingualismus; English language; Englisch; Türkisch; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Indoeuropäisch; Fragebogen; Likert-Skala; Faktorenanalyse; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language skill; Language skills; Sprachkompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Boarding school; Internat; Ausland; Language test; Sprachtest; Zweitsprachenerwerb
Abstract	The present study aims at finding the differences between bilingual and monolingual learners across gender in the use of cognitive, metacognitive, and total reading strategies, as well as reading comprehension ability. To this end, 50 Persian-Turkish bilinguals and 36 Persian monolinguals participated in the study. A standard test of reading comprehension and two questionnaires were employed for data collection: a background questionnaire to determine if the subjects were bilingual or monolingual and a standardized Likert scale questionnaire to identify the reading strategies used by bilinguals and monolinguals. To analyze the data, four factorial ANOVAs were conducted with an alpha set at 0.05 for each effect. The results showed that bilinguals and females outperformed monolinguals and males, respectively, in reading comprehension. Moreover, bilinguals and monolinguals differed in their use of metacognitive strategies but not cognitive ones. Interestingly, there was no difference between males and females in using cognitive and metacognitive strategies, but they differed in total strategy use. The results which are discussed in the light of previous research can provide some useful insights into syllabus design and English language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01