Self-Reported Strategy Use While Reading in English and Mandarin
A Study of Four ESL Students
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This research investigates the strategies of four ESL students when reading English and Chinese narrative texts. The research describes the strategies applied by these subjects and compares whether or not they used different strategies in processing English and Chinese. The techniques of interviews and videotaping were used jointly to collect data on the subjects' comprehension processes. The researcher discovered that all twelve strategies identified in Chinese reading were also found in English reading. It suggests that the subjects processed reading in both languages in a very similar fashi...
This research investigates the strategies of four
ESL students when reading English and Chinese
narrative texts. The research describes the
strategies applied by these subjects and compares
whether or not they used different strategies in
processing English and Chinese. The techniques of
interviews and videotaping were used jointly to
collect data on the subjects' comprehension
processes. The researcher discovered that all twelve
strategies identified in Chinese reading were also
found in English reading. It suggests that the
subjects processed reading in both languages in a
very similar fashion. However, the fact that six
other strategies were identified in English reading
only implies that the subjects processed English
slightly different from Chinese texts. This was
largely due to their different goals for reading in
each language and because of the inherent
differences in the languages themselves. The
research includes pedagogical implications for ESL
educators, acknowledges its limitations, and
suggests direction for future research.
ESL students when reading English and Chinese
narrative texts. The research describes the
strategies applied by these subjects and compares
whether or not they used different strategies in
processing English and Chinese. The techniques of
interviews and videotaping were used jointly to
collect data on the subjects' comprehension
processes. The researcher discovered that all twelve
strategies identified in Chinese reading were also
found in English reading. It suggests that the
subjects processed reading in both languages in a
very similar fashion. However, the fact that six
other strategies were identified in English reading
only implies that the subjects processed English
slightly different from Chinese texts. This was
largely due to their different goals for reading in
each language and because of the inherent
differences in the languages themselves. The
research includes pedagogical implications for ESL
educators, acknowledges its limitations, and
suggests direction for future research.
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