The Reading Strategies Used by Prospective English Teachers in Turkish ELT Context

Autor/inn/en	Solak, Ekrem; Altay, Firat
Titel	The Reading Strategies Used by Prospective English Teachers in Turkish ELT Context
Quelle	1 (2014) 3, S.78-89 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Computer Software; Reading Strategies; Student Attitudes; Majors (Students); Teaching Skills; Language Teachers; Metacognition; Foreign Countries; Measures (Individuals); Reading Processes; Academic Discourse; Item Analysis; Statistical Data; Gender Differences; Questionnaires; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Reading strategy; Leselernstufe; Lesetechnik; Schülerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Language teacher; Sprachunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Messdaten; Leseprozess; Discourse; Diskurs; Itemanalyse; Geschlechterkonflikt; Fragebogen; Türkei
Abstract	The purpose of this research was to determine what types of reading strategies prospective English Teachers used to accomplish in their reading assignments and activities. The study was conducted at a state-run University, English Language Teaching Department in Turkey. The participants were 130 prospective English Teachers majoring English Language Teaching and taking up the lecture of teaching language skills. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to collect data about the use of reading strategies while reading academic or school-related materials. The data collected was measured in SPSS program. The results indicated that participants used each strategy effectively. As the most striking strategy, subjects underlined or circled information in the text to help them remember the information. While both genders preferred to take advantage of similar strategies in common, they mostly preferred to use problem solving strategies compared to other strategies. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01