Toward an Understanding of Technical University EFL Learners' Academic Reading Difficulties, Strategies, and Needs.

Autor/in	Shen, Ming-Yueh
Titel	Toward an Understanding of Technical University EFL Learners' Academic Reading Difficulties, Strategies, and Needs.
Quelle	In: Electronic journal of foreign language teaching, 10 (2013) 1, S. 70-79 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 4; Literaturangaben; Tabellen 3
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Qualitative Forschung; Lehrerrolle; Lernmethode; Fremdsprachenunterricht; Englischunterricht; Lesen; Hochschule; Fachsprache
Abstract	This study aimed to investigate technical university learners' academic reading difficulties, strategies, and learning needs. The participants involved were English and non-English majors at a technical university. The results of a qualitative open-ended interviews indicated that most of the participants struggled to master their subject disciplines because of inadequate linguistic proficiency and that their academic reading difficulties could be broadly attributed to deficiency in their language ability and their inability to comprehend content matter. Vocabulary was perceived to be the primary challenge when reading content-area textbooks. Moreover, while the learners' reading strategies and needs varied across disciplines, most learners showed a desire for greater support (e.g. in highlighting key points, and pre-teaching terminologies, sentence structures, grammar, and reading strategies). These findings have implications for appropriate syllabus planning as well as the need to rethink the roles of EFL teachers for academic reading. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2