Understanding Academic Reading Strategies

Ahmed Bashir

ISBN 10: 3847329235 / ISBN 13: 9783847329237

Editore: LAP Lambert Academic Publishing Dez 2012, 2012

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Neuware -Reading skills are very important for academic success. Proper use of reading strategies enhances reading comprehension skills of learners. This study investigated the use of strategies in reading academic texts by undergraduate EFL/ESL students in Bangladesh. The main objectives of the study were to identify the most frequently used reading strategies and examine the differences in reading strategy use based on students' gender, level of reading proficiency and year of experiences at university. The findings revealed that learners' gender, language proficiency and experiences influenced their use of reading strategies to some extent as statistically significant differences were found in the use of some individual reading strategies. The study suggests for an inclusion of strategy instruction with a special focus on metacognitive reading strategies in classroom teaching. The study also offers important suggestions for materials developers, curriculum designers, ELT teachers and learners as well for better teaching and learning of academic reading strategies in an EFL/ESL context.Books on Demand GmbH, Überseering 33, 22297 Hamburg 168 pp. Englisch.

Codice articolo 9783847329237

Dati bibliografici

• Titolo: Understanding Academic Reading Strategies
• Editore: LAP Lambert Academic Publishing Dez 2012
• Data di pubblicazione: 2012
• Lingua: Inglese
• ISBN 10: 3847329235
• ISBN 13: 9783847329237
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 220 L x 150 A x 11 P (millimetri) 220 millimetri di larghezza per 150 millimetri di altezza per 11 millimetri di profondità
• Peso: 268 grammi

Descrizione articolo

Riassunto

Reading skills are very important for academic success. Proper use of reading strategies enhances reading comprehension skills of learners. This study investigated the use of strategies in reading academic texts by undergraduate EFL/ESL students in Bangladesh. The main objectives of the study were to identify the most frequently used reading strategies and examine the differences in reading strategy use based on students’ gender, level of reading proficiency and year of experiences at university. The findings revealed that learners’ gender, language proficiency and experiences influenced their use of reading strategies to some extent as statistically significant differences were found in the use of some individual reading strategies. The study suggests for an inclusion of strategy instruction with a special focus on metacognitive reading strategies in classroom teaching. The study also offers important suggestions for materials developers, curriculum designers, ELT teachers and learners as well for better teaching and learning of academic reading strategies in an EFL/ESL context.

L'autore

Ahmed Bashir is an Assistant Professor at the Department of English, University of Dhaka. He obtained his Bachelor’s degree in English and MA in Applied Linguistics and ELT from the same university. He did his second MA in TESOL at the University of Nottingham, Malaysia Campus.