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This paper examines variables such as linguistic ability in the target language, schemata, and psychological factors affecting the English language reading success or failure of a 31-year-old Thai graduate student in the information system program at a U.S. university. The subject's self-assessment of reading, speaking, and listening in Thai was at a good level, although his writing proficiency was lower than that of his other Thai language skills. He started learning English in the 5th elementary grade; graduate school was his first exposure to English-language instruction. Based on his Test of English as a Foreign Language (TOEFL) score, the subject was rated as moderately good in listening, speaking, reading, and writing. Yet he sought help to improve his reading ability, comprehension, and retention. The subject was given a general questionnaire and a reading questionnaire on metacognitive conceptualizations of his silent reading strategies in both Thai and English. The subject was then asked to discuss his reading; these discussions were audiotaped during the 90-minute tutoring sessions held each week for 2 months in 1995. Findings suggest that lack of background knowledge about the text topic may handicap the reader, as well as a reading misconception centered on knowledge-based rather than text-based processing. Questionnaires are appended. (Contains 33 references.) (NAV)

Descriptors: Case Studies, English (Second Language), Error Patterns, Foreign Countries, Graduate Students, Language Proficiency, Metacognition, Miscue Analysis, Questionnaires, Reading Comprehension, Reading Difficulties, Reading Processes, Schemata (Cognition), Second Language Learning, Thai, Uncommonly Taught Languages











Autor: Adunyarittigun, Dumrong

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7842&id=ED397663



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