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Department of English, NTNU
This study aimed to examine learners’ beliefs about reading and reading strategies in their first language (L1), Mandarin Chinese and in English as a foreign language (L2). Participants of the study were three college freshmen from a university of technology in Taipei. Readers’ beliefs are defined in terms of the two implicit models of reading, the transaction and transmission beliefs. Data were collected through the use of two reading belief questionnaires and a think-aloud reading task. The results indicated that students with distinctive implicit models of reading tended to show differences in their use of reading strategies while reading academic texts. More specifically, there was a tendency for the transaction reader to process the text at a higher level by applying a higher number of general than local reading strategies as well as show more metacognitive awareness of the reading process. The differences, however, were more apparent in L1 than in L2. When reading in L2, the three participants, regardless of their belief profiles, tended to focus more on the local aspect of reading. Finally, pedagogical implications of these findings are discussed.
|Appears in Collections:||英語教學|
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