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ERIC Number: EJ862680
Record Type: Journal
Publication Date: 2009-Dec
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1556-1623
Reading Characteristics of Chinese-English Adolescents: Knowledge and Application of Strategic Reading
Yau, Jia-ling Charlene
Metacognition and Learning, v4 n3 p217-235 Dec 2009
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2, English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading, whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading universals hypothesis (Goodman in "Journal of Typographic Research", 103-110, 1970); yet, skills transfer is not uniformly automatic (Bell in "TESOL Quarterly", 687-704, 1995; Urquhart and Weir 1998).
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan