How Conception of Task Influences Approaches to Reading: A Study of Korean College Students Recalling an English Text

Autor/inn/en	Joh, Jeongsoon; Schallert, Diane l.
Titel	How Conception of Task Influences Approaches to Reading: A Study of Korean College Students Recalling an English Text
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 48 (2014) 4, S.715-737 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.147
Schlagwörter	College Students; Korean; Native Language; Recall (Psychology); English (Second Language); Second Language Learning; Cultural Context; Reading Strategies; Sociocultural Patterns; Task Analysis; Interviews; Student Attitudes; Foreign Countries; Second Language Instruction; Reading Processes; South Korea + Suchen Sie Ihr Suchwort? Collegestudent; Koreanisch; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading strategy; Leselernstufe; Lesetechnik; Soziokulturelle Theorie; Aufgabenanalyse; Interviewing; Interviewtechnik; Schülerverhalten; Ausland; Fremdsprachenunterricht; Leseprozess; Korea; Republik
Abstract	This study examined how language learners' preconceptions about a task influence their approaches to second language reading and the sociocultural basis for such preconceptions. Participants were 30 students learning English at a Korean university. The researchers told half of the participants that they would do a recall task after reading an English text; the rest were not told what the postreading task would involve. Several reader variables were measured to control for preexisting differences between groups. The researchers used free recall and interviews to determine whether conceptions of the task were associated with strategy choice while reading and recalling. Results indicate that the two groups did not differ in recall performance but did in strategy use. The sociocultural context to which the participants had been exposed seemed associated with both their conception of task and strategy use, with a suggestion that strategy use was predicated on conception of task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10