ERIC Number: ED386060
Record Type: RIE
Publication Date: 1994
Chinese Readers' Metacognitive Awareness in Reading Chinese and English.
This study tested the hypothesis that more proficient language learners are more aware of the strategies they use in reading. Subjects were 28 native speakers of Mandarin Chinese who learned English as a Second Language (ESL). All were university students; experienced readers were recruited from among fourth-year English majors and inexperienced readers were drawn from first-year students in 11 academic areas. Subjects were first interviewed about their reading habits in Chinese and English. They then read two manipulated passages, one in English and one in Chinese. In each passage, eight function words were removed and replaced with nonsense words, characters, or character combinations. After reading, the subjects were interviewed about how they resolved difficulties in reading the passages. Interview excerpts are presented here with the analysis. It was found that in general, the subjects were less bothered by difficult words in their native language than by those in English. When confronted by unfamiliar words, frustration, nervousness, and low self-esteem were common feelings for inexperienced ESL readers. Inexperienced readers referred to context clues more often in English; experienced readers referred to them in Chinese and to lexical features in English. Results were consistent with previous research. Three appendixes contain metacognitive interview questions and coding taxonomy as well as the post-reading interview coding form. Contains 15 references. (MSE)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Bird, Norman, Ed., And Others. Language and Learning. Papers presented at the Annual International Language in Education Conference (Hong Kong, 1993); see FL 023 205.