Comparing Reading Strategy Measures and L2 Readers' Performance on Different Comprehension Tasks

Autor/inn/en	Li, Yanjie; Brantmeier, Cindy; Gao, Yanming; Hogrebe, Mark
Titel	Comparing Reading Strategy Measures and L2 Readers' Performance on Different Comprehension Tasks
Quelle	In: Reading in a Foreign Language, 34 (2022) 2, S.271-305 (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Comparative Analysis; Reading Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Reading Research; Reading Comprehension; Outcomes of Education; Undergraduate Students; Reading Instruction; Teaching Methods; Correlation; Task Analysis; Recall (Psychology); Protocol Analysis; Student Attitudes; Student Evaluation; Language Proficiency; Measurement Techniques; China + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Leseforschung; Leseverstehen; Lernleistung; Schulerfolg; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Aufgabenanalyse; Abberufung; Schülerverhalten; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Messtechnik
Abstract	In second language (L2) reading strategy research, two concerns need addressing: (1) the discrepancy in assessing strategy use between written surveys and verbal reports, and (2) the effect of using strategies on readers' comprehension outcomes when different types of comprehension tasks are utilized. The present study addressed these concerns by asking five more-proficient and five less-proficient Chinese English as a foreign language (EFL) university learners to read two domain-specific texts while assessing their strategy use. The results from both quantitative and qualitative analyses revealed a "gap" between the survey and verbal reports for assessing L2 reading strategy use. Additionally, the contribution of strategies to the readers' comprehension was found to vary by comprehension task type. Similarly, the variety of strategy use had a strong association with the readers' performance on only one of three types of comprehension tasks, free recall. The findings hold important implications on L2 reading strategy instruction. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01