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Reading Strategies Employed By Esl/Efl Students

Year 2010, Volume: 34 Issue: 2, 81 - 86, 13.01.2011

Hakan Demiröz

Abstract

Reading is one of the most important skills of language learners. In order to comprehend a text either in the native or non-native language, readers employ reading strategies.  Skilled reading necessitates use of reading strategies. A good deal of research conducted reveal that some readers employ fewer strategies whereas others use more strategies. Therefore, researchers made a distinction between the good and poor reader, and they tried to determine the qualities of good readers. One of the most important qualities of good readers is that the good readers know what the reading strategies are, and they have a good command of where and how to use them. This article aims to review the vast literature on reading strategies employed by the ESL/EFL students, and draw pedagogical implications for the reading courses.

Keywords: reading, EFL/ ESL reading, reading strategies, reading strategy instruction.

İkinci/Yabancı Dil Olarak İngilizce Öğrencilerinin Kullandığı Okuma Stratejileri

Okuduğunu anlama dil öğrenicilerinin en önemli becerilerinden biridir. Bir metni anlamak için hem anadilinde hem de yabancı dilde okuyanlar okuma anlama stratejileri kullanırlar. Beceriklice okuma okuma anlama stratejilerinin kullanımını gerektirir. Yapılan çok sayıda araştırma bazı okuyucuların az bazılarının ise daha çok strateji kullandıklarını ortaya koymuştur. Bu yüzden araştırmacılar iyi ve kötü okuyucu arasında ayrım yapmışlar ve iyi okuyucuların özelliklerini bulmaya çalışmışlardır. Bu özelliklerden en önemlisi ise iyi okuyucular okuma stratejilerini bilirler ve bunları nerede, ne zaman ve nasıl kullanacaklarının bilgisine sahiptirler. Bu makalenin amacı İkinci/Yabancı Dil olarak İngilizce öğrencilerinin kullandığı okuma stratejileri hakkındaki geniş alanyazını taramak ve okuma dersleri ile ilgili sonuçlar çıkarmaktır.

Anahtar Kelimeler: okuma, ikinci/yabancı dil İngilizce okuma, okuma anlama stratejileri, okuma anlama stratejileri eğitimi.

Keywords

reading EFL/ ESL reading reading strategies reading strategy instruction

References

  • Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
  • Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460- 472.
  • Anderson, N. J. (2003). Scrolling, clicking, and reading English: online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33.
  • Auerbach, E. R., & Paxton, D. (1997). It’s not the English thing: bringing reading research into ESL Classroom. TESOL Quarterly, 31(2), 237-261.
  • Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. David Pearson (Ed.), Handbook of reading research (pp. 353-394), New York: Longman.
  • Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.
  • Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi- experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88(1), 18-37.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
  • Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1-2), 97-112.
  • Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
  • Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension Educational Research, 18(1), 1-11. Issues in
  • Demiröz, H. (2008). Goal orientation and L1 and L2 reading comprehension strategy use of Turkish ELT students: a qualitative investigation. Unpublished doctoral thesis. Atatürk University, Institute of Social Sciences, Erzurum.
  • Grabe, W. (2002). Reading in a second language. In Robert B. Kaplan, (Ed.), The Oxford handbook of applied linguistics, (pp. 49-59), Oxford: Oxford University Press.
  • Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: guidelines for the ESL/EFL teacher. In Marianne Celce-Murcia, (Ed.), Teaching English as a second or foreign language, (3rd ed., pp. 187- 203), USA: Heinle & Heinle.
  • He, T. (2000). Comprehending EFL reading comprehension: the interplay of cultural schemata and goal orientations on on-line reading strategies and reading comprehension in an EFL (Taiwan) context. Unpublished doctoral dissertation, Indiana University, Bloomington.
  • He, T. (2001). Contrastive goal orientations in an EFL reading context: influences on reading strategy use and comprehension patterns. Retrieved April 20, 2008 from http://tesl-ej.org/ej17/a2.html.
  • He, T. (2008). Reading for different goals: the interplay of EFL college students’ multiple goals, reading strategy use and reading comprehension. Journal of Research in Reading, 31(2), 224-242.
  • Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5(2), 110-123.
  • Janzen, J., & Stoller, F. L. (1998). Integrating strategic reading in L2 instruction. Reading in a Foreign Language, 12(1), 251-269.
  • Jimenez, R. T., & Gamez, A. (1996). Literature based cognitive strategy instruction for middle school Latina/o students. Journal of Adolescent & Adult Literacy, 40(2), 84-91.
  • Kern, R. G. (1989). Second language reading strategy instruction: its effects on comprehension and word inference ability. The Modern Language Journal, 73(2), 135-149.
  • Li, S., & Munby, H. (1996). Metacognitive strategies in second language academic reading: a qualitative investigation. English for Specific Purposes, 15(3), 199-216.
  • Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
  • Padron, Y. N., & Waxman, H. C., (1988). The effect of ESL students' perceptions of their cognitive strategies on reading achievement. TESOL Quarterly, 22(1), 146-150.
  • Pritchard, R., & O’Hara, S. (2008). Reading in Spanish and English: a comparative study of processing strategies. Journal of Adolescent & Adult Literacy, 51(8), 630-638.
  • Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293- 316.
  • Paris, S. G., Wasik, B. A., & Turner, J. C., (1991). The development of strategic readers. In Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, P. David Pearson (Eds.). Handbook of reading research, (Vol. II; pp. 609-640), New York: Longman.
  • Pressley, M. (2002). Metacognition and self-regulated learning. In Alan E. Farstrup, S. Jay Samuels (Eds.), What research has to say about reading instruction. (3rd ed., pp. 291-309), Newark, DE: International Reading Association.
  • Pressley, M, Almasi, J., Schuder, T., Bergman, J. L., Hite, S., El-Dinary, P. B., & Brown, R., (1994). Transactional instruction of comprehension strategies: the Montgomery County, Maryland, SAIL Program. Reading and Writing Quarterly: Overcoming Learning Difficulties, 10, 5-19.
  • Pressley, M., El-Dinary, P., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J., & Brown, R. (1992). Beyond direct explanation: transactional instruction of reading comprehension strategies. The Elementary School Journal, 92(5), 513-555.
  • RAND Reading Study Group (2002). Reading for understanding: toward a research and development program in reading comprehension, Santa Monica, CA: Office of Education Research and Improvement, retrieved April 1, 2007 from http://www.rand.org.
  • Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-17, retrieved http://www.nflrc.hawaii.edu/rfl/April2002/salataci/salataci.pdf. 3, 2007, from
  • Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3), 1-16.
  • Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
  • Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and FL readers. The Reading Matrix, 1(1), 1-10, http://www.readingmatrix.com/articles/singhal/article.pdf. 18, 2007 from
  • Singhal, M. (2006). Teaching reading to adult second language learners: theoretical foundations, pedagogical applications, and current issues. USA: The Reading Matrix Inc.
  • Tercanlioglu, L. (2002-2003). Strategy use, reading efficacy and academic achievement. Journal of College Literacy and Learning, 31, 53-67.
  • Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: links to success. International Education Journal, 5(4), 562-570.
  • Yaylı, D. (2010). A think-aloud study: cognitive and metacognitive reading strategies of ELT department students. Egitim Arastirmalari- Eurasian Journal of Educational Research, 38, 234-251.
  • Yiğiter, K., Sarıçoban, A., & Gürses, T. (2005). Reading strategies employed by ELT learners at the advanced level. The Reading Matrix, 5(1), 124-139.

Year 2010, Volume: 34 Issue: 2, 81 - 86, 13.01.2011

Hakan Demiröz

Abstract

Okuduğunu anlama dil öğrenicilerinin en önemli becerilerinden biridir. Bir metni anlamak için hem anadilinde hem de yabancı dilde okuyanlar okuma anlama stratejileri kullanırlar. Beceriklice okuma okuma anlama stratejilerinin kullanımını gerektirir. Yapılan çok sayıda araştırma bazı okuyucuların az bazılarının ise daha çok strateji kullandıklarını ortaya koymuştur. Bu yüzden araştırmacılar iyi ve kötü okuyucu arasında ayrım yapmışlar ve iyi okuyucuların özelliklerini bulmaya çalışmışlardır. Bu özelliklerden en önemlisi ise iyi okuyucular okuma stratejilerini bilirler ve bunları nerede, ne zaman ve nasıl kullanacaklarının bilgisine sahiptirler. Bu makalenin amacı İkinci/Yabancı Dil olarak İngilizce öğrencilerinin kullandığı okuma stratejileri hakkındaki geniş alanyazını taramak ve okuma dersleri ile ilgili sonuçlar çıkarmaktır

Keywords

okuma ikinci/yabancı dil İngilizce okuma okuma anlama stratejileri okuma anlama stratejileri eğitimi

References

  • Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
  • Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460- 472.
  • Anderson, N. J. (2003). Scrolling, clicking, and reading English: online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33.
  • Auerbach, E. R., & Paxton, D. (1997). It’s not the English thing: bringing reading research into ESL Classroom. TESOL Quarterly, 31(2), 237-261.
  • Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. David Pearson (Ed.), Handbook of reading research (pp. 353-394), New York: Longman.
  • Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.
  • Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi- experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88(1), 18-37.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
  • Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1-2), 97-112.
  • Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
  • Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension Educational Research, 18(1), 1-11. Issues in
  • Demiröz, H. (2008). Goal orientation and L1 and L2 reading comprehension strategy use of Turkish ELT students: a qualitative investigation. Unpublished doctoral thesis. Atatürk University, Institute of Social Sciences, Erzurum.
  • Grabe, W. (2002). Reading in a second language. In Robert B. Kaplan, (Ed.), The Oxford handbook of applied linguistics, (pp. 49-59), Oxford: Oxford University Press.
  • Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: guidelines for the ESL/EFL teacher. In Marianne Celce-Murcia, (Ed.), Teaching English as a second or foreign language, (3rd ed., pp. 187- 203), USA: Heinle & Heinle.
  • He, T. (2000). Comprehending EFL reading comprehension: the interplay of cultural schemata and goal orientations on on-line reading strategies and reading comprehension in an EFL (Taiwan) context. Unpublished doctoral dissertation, Indiana University, Bloomington.
  • He, T. (2001). Contrastive goal orientations in an EFL reading context: influences on reading strategy use and comprehension patterns. Retrieved April 20, 2008 from http://tesl-ej.org/ej17/a2.html.
  • He, T. (2008). Reading for different goals: the interplay of EFL college students’ multiple goals, reading strategy use and reading comprehension. Journal of Research in Reading, 31(2), 224-242.
  • Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5(2), 110-123.
  • Janzen, J., & Stoller, F. L. (1998). Integrating strategic reading in L2 instruction. Reading in a Foreign Language, 12(1), 251-269.
  • Jimenez, R. T., & Gamez, A. (1996). Literature based cognitive strategy instruction for middle school Latina/o students. Journal of Adolescent & Adult Literacy, 40(2), 84-91.
  • Kern, R. G. (1989). Second language reading strategy instruction: its effects on comprehension and word inference ability. The Modern Language Journal, 73(2), 135-149.
  • Li, S., & Munby, H. (1996). Metacognitive strategies in second language academic reading: a qualitative investigation. English for Specific Purposes, 15(3), 199-216.
  • Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
  • Padron, Y. N., & Waxman, H. C., (1988). The effect of ESL students' perceptions of their cognitive strategies on reading achievement. TESOL Quarterly, 22(1), 146-150.
  • Pritchard, R., & O’Hara, S. (2008). Reading in Spanish and English: a comparative study of processing strategies. Journal of Adolescent & Adult Literacy, 51(8), 630-638.
  • Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293- 316.
  • Paris, S. G., Wasik, B. A., & Turner, J. C., (1991). The development of strategic readers. In Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, P. David Pearson (Eds.). Handbook of reading research, (Vol. II; pp. 609-640), New York: Longman.
  • Pressley, M. (2002). Metacognition and self-regulated learning. In Alan E. Farstrup, S. Jay Samuels (Eds.), What research has to say about reading instruction. (3rd ed., pp. 291-309), Newark, DE: International Reading Association.
  • Pressley, M, Almasi, J., Schuder, T., Bergman, J. L., Hite, S., El-Dinary, P. B., & Brown, R., (1994). Transactional instruction of comprehension strategies: the Montgomery County, Maryland, SAIL Program. Reading and Writing Quarterly: Overcoming Learning Difficulties, 10, 5-19.
  • Pressley, M., El-Dinary, P., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J., & Brown, R. (1992). Beyond direct explanation: transactional instruction of reading comprehension strategies. The Elementary School Journal, 92(5), 513-555.
  • RAND Reading Study Group (2002). Reading for understanding: toward a research and development program in reading comprehension, Santa Monica, CA: Office of Education Research and Improvement, retrieved April 1, 2007 from http://www.rand.org.
  • Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-17, retrieved http://www.nflrc.hawaii.edu/rfl/April2002/salataci/salataci.pdf. 3, 2007, from
  • Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3), 1-16.
  • Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
  • Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and FL readers. The Reading Matrix, 1(1), 1-10, http://www.readingmatrix.com/articles/singhal/article.pdf. 18, 2007 from
  • Singhal, M. (2006). Teaching reading to adult second language learners: theoretical foundations, pedagogical applications, and current issues. USA: The Reading Matrix Inc.
  • Tercanlioglu, L. (2002-2003). Strategy use, reading efficacy and academic achievement. Journal of College Literacy and Learning, 31, 53-67.
  • Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: links to success. International Education Journal, 5(4), 562-570.
  • Yaylı, D. (2010). A think-aloud study: cognitive and metacognitive reading strategies of ELT department students. Egitim Arastirmalari- Eurasian Journal of Educational Research, 38, 234-251.
  • Yiğiter, K., Sarıçoban, A., & Gürses, T. (2005). Reading strategies employed by ELT learners at the advanced level. The Reading Matrix, 5(1), 124-139.
There are 40 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hakan Demiröz

Publication Date January 13, 2011
Published in Issue Year 2010Volume: 34 Issue: 2

Cite

APA Demiröz, H. (2011). Reading Strategies Employed By Esl/Efl Students. Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 34(2), 81-86.
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