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ERIC Number: ED464506
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
Reading as Comprehension and as Interpretation in Learning English as a Foreign Language (EFL).
Chi, Feng-Ming
This study investigated how 12 Taiwanese English-as-a-Foreign-Language (EFL) college students comprehended and interpreted 4 English short stories. Free writing was used to collect the data, and a topical unit was used to analyze the data. The results identified two patterns: the comprehension level and the interpretation level. The comprehension level was divided into three categories: summarizing, elaborating, and inferring. The interpretation level was also divided into three categories: evaluating, associating, and transferring. The comprehension level helped participants understand the text, but the interpretation level helped participants become critical thinkers and readers. The pedagogical implications suggest that ESL/EFL teachers should broaden their views of reading instruction and, furthermore, should provide a rich learning environment for students to make personal, sensible, and meaningful connections through a social inquiry process. (Contains 11 references.) (Author/SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan