Meaning Construction in Foreign Language Reading.Reportar como inadecuado

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A study investigated six aspects of the construction of meaning in second language reading: (1) meaning-making strategies used; (2) content and structure of recalls; (3) relationship between recall and meaning-making strategies; (4) differences in ways of measuring structure awareness for different text structure types; (5) differences in quantitative and qualitative analyses of reading recall protocols as a difference in text structure; and (6) relationship between quantity of recall and structure awareness. Subjects were 13 college students of beginning Arabic as a second language. They were given two reading passages and administered measures of envisionment, of comprehension based on recall, and of awareness of text structure in both the texts and a written recall protocol. Most subjects also participated in an informal group interview. Five major findings emerged. First, quantity of information recalled varied by text structure type, with the expository text more difficult for students than the narrative. Second, quality of information recalled did not differ according to text structure. Third, student abilities to use good meaning-making strategies affected comprehension of both text types. Fourth, two types of awareness measurement (use in recall, recognition in response) did not detect text structure awareness differently. Fifth, different data gathering procedures elicited different knowledge and understanding. Contains 30 references. (MSE)

Descriptors: Arabic, College Students, Comparative Analysis, Higher Education, Introductory Courses, Language Tests, Reading Comprehension, Reading Skills, Reading Strategies, Recall (Psychology), Second Languages, Text Structure, Uncommonly Taught Languages

Autor: Aweiss, Salem


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