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ERIC Number: EJ1115206
Record Type: Journal
Publication Date: 2016-Sep
Pages: 65
Abstractor: As Provided
ISSN: EISSN-1533-242X
Taxonomies in L1 and L2 Reading Strategies: A Critical Review of Issues Surrounding Strategy-Use Definitions and Classifications in Previous Think-Aloud Research
Alkhaleefah, Tarek A.
Reading Matrix: An International Online Journal, v16 n2 p162-226 Sep 2016
Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in L1 and L2 reading strategy research but to highlight the problem of inconsistencies found in many of these taxonomies and strategy-use definitions due to the different wording used for similar or even the same strategies. Overall, there are four main objectives in reviewing the 41 studies using think-aloud reporting methods. First, the review aims to highlight the considerable overlap of (think-aloud/think-out-loud) taxonomies found in main studies in L1 and L2 reading research (listed in alphabetical order). Second, the review produces a meticulously organized chart to help reduce the confusion caused by the different wording of strategies in verbal protocols. Third, the review aims to contribute to the body of literature reviews in L1 and L2 reading research by presenting a unique and original approach in identifying, comparing, cross-referencing, and addressing overlaps found in many think-aloud taxonomies reported. Finally, the present review aims to introduce the reader to an easier (entries by alphabetical order) and probably more efficient alternative access to comparing strategy-use taxonomies in L1 and L2 reading than some previous reviews available in L1 and L2 reading strategy-use research.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A