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ERIC Number: ED510273
Record Type: Non-Journal
Publication Date: 2010
Pages: 79
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: N/A
How We Read (between) the Lines: Miscue Analysis as an Indicator of Metacognitive Strategy Use in Foreign Language Reading
Leavitt, Brynn C.
Online Submission, Masters Thesis, Indiana University South Bend
What do we do when we read in another language? How do we make sense of the lexical and syntactic structures on the page? This study's development and use of the Miscue Coding for Metacognitive Strategies (MCMS), a foreign language assessment tool, offers language students and instructors a holistic approach to considering these questions. In this study, twenty-two students of French from the University of Notre Dame and Indiana University South Bend were assessed in their use of reading strategies as tools for comprehension. Via the MCMS, a comprehensive analysis of these reading strategies provided the means for examining patterns of metacognition of each reader. Metacognition is difficult to measure because the patterns of cognition and rationale that we use to make choices as we read are highly internalized. In other words, we are unable to identify what takes place in the brain of a reader as s/he manages the many nuances of a given reading task. The MCMS offers a channel by which we can begin to examine these processes that are so integral to the reading task. This examination thus provides valuable insight into the strengths, weaknesses, and efficacy of students' reading in a foreign language. An informed understanding of students' reading strategies and metacognitive patterns can indicate how and why they succeed or struggle with foreign language reading. Eight appendixes are included: (1) Miscue Coding for Metacognitive Strategies (MCMS) Template; (2) Demographic & Metacognitive Awareness Questionnaire (and Scoring Guide); (3) University Cooperation Request; (4) Miscue Coding for Metacognitive Strategies (Results); (5) Demographic and Metacognitive Questionnaire Results; (6) MCMS Data Analysis; (7) Common European Framework of Reference for Languages (CEFR); and (8) University Research Documentation. (Contains 5 footnotes, 6 figures, and 3 tables.)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A