Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading

Autor/in	Wang, Yang
Titel	Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading
Quelle	In: Journal of International Students, 9 (2019) 2, S.661-681 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Reading Strategies; Foreign Students; Content Area Reading; English (Second Language); Second Language Learning; Graduate Students; Reading Attitudes; Miscue Analysis; Reading Processes; Case Studies; Asians; Student Attitudes; Oral Reading; Difficulty Level; Self Efficacy; Second Language Instruction; Teaching Methods; Reading Skills; Mandarin Chinese; Native Language; Translation; Code Switching (Language); Metacognition + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Sinnerfassendes Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Reading behavior; Rading behaviour; Leseverhalten; Leseprozess; Case study; Fallstudie; Case Study; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Oral work; Reading; Mündliche Übung; Lesen; Schwierigkeitsgrad; Self-efficacy; Selbstwirksamkeit; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This qualitative case study explored two Chinese international graduate students' beliefs about their reading and reading processes. The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA). The researcher found that readers' beliefs were not static and text difficulty influenced the students' reading beliefs and strategy use. Through RMA, both students became aware of their respective reading processes and they both became more confident as readers. This study suggests that RMA is an effective tool for English-as-an-additional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01