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Volume 31, Issue 1
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class ( = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

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/content/journals/10.1075/resla.16032.shi
2018-08-27
2024-12-08

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Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, 345 (2018); https://doi.org/10.1075/resla.16032.shi
/content/journals/10.1075/resla.16032.shi
/content/journals/10.1075/resla.16032.shi
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  • Article Type: Research Article
Keyword(s): comprehension; comprensión; enseñanza de estrategias de lectura; estrategia global; estrategia local; extensive reading program; global strategy; local strategy; pensamiento en voz alta; programa de lectura extensiva; reading strategy instruction; think-aloud

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