Chinese Senior High School EFL Students' Metacognitive Awareness and Reading-Strategy Use

Autor/inn/en	Zhang, Lawrence Jun; Wu, Aijiao
Titel	Chinese Senior High School EFL Students' Metacognitive Awareness and Reading-Strategy Use
Quelle	In: Reading in a Foreign Language, 21 (2009) 1, S.37-59 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	High Schools; Reading Strategies; Problem Solving; English (Second Language); High School Students; Student Surveys; Questionnaires; Language Proficiency; Foreign Countries; Reading Comprehension; Reading Instruction; Metacognition; Second Language Instruction; Second Language Learning; China + Suchen Sie Ihr Suchwort? High school; Oberschule; Reading strategy; Leselernstufe; Lesetechnik; Problemlösen; English as second language; English; Second Language; Englisch als Zweitsprache; High schools; Student; Students; Schüler; Schülerin; Studentin; Schülerbefragung; Fragebogen; Language skill; Language skills; Sprachkompetenz; Ausland; Leseverstehen; Leseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	This paper reports findings from a study that assesses metacognitive awareness and reading-strategy use of Chinese senior high school students who are learning English as a foreign language (EFL). A total of 270 students responded to a 28-item survey of reading strategies (SORS). The strategies were classified into 3 categories: global, problem-solving, and support. The results showed that the students reported using the 3 categories of strategies at a high-frequency level. Both the main effect for strategies and the main effect for learners' proficiency were significant. The high-proficiency group outperformed the intermediate group and the low-proficiency group in 2 categories of reading strategies: global and problem-solving; but no statistically significant difference was found among the 3 proficiency groups in using support strategies. Pedagogical implications of these findings are discussed in relation to the changing Chinese society. (Contains 3 tables.) (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10