Literaturnachweis - Detailanzeige
Autor/inn/en | Boakye, Naomi Adjoa Nana Yeboah; Mai, Magdaline Mbong |
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Titel | A Needs Analysis for a Discipline-Specific Reading Intervention |
Quelle | In: English Language Teaching, 9 (2016) 3, S.235-247 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1916-4742 |
Schlagwörter | Needs Assessment; Intervention; Affective Behavior; Reading Programs; Introductory Courses; Sociology; Questionnaires; Student Needs; Student Attitudes; Reading Comprehension; Reading Difficulties; Content Analysis; Vocabulary Development; Foreign Countries; English (Second Language); Second Language Learning; Language of Instruction; Academic Discourse; Cognitive Ability; College Students; Qualitative Research; South Africa Bedarfsermittlung; Affective disturbance; Active behaviour; Affektive Störung; Einführungskurs; Soziologie; Fragebogen; Schülerverhalten; Leseverstehen; Reading difficulty; Leseschwierigkeit; Inhaltsanalyse; Wortschatzarbeit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Discourse; Diskurs; Denkfähigkeit; Collegestudent; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | This paper reports on a needs analysis that sought to explore students' reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students' reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |