A Communicative and Structural Approach to Teaching English Reading at the College Level.

Autor/inn/en	Shen, Yin-Shyan Irene; Sung, Susan Chia-Chin; Raleigh, Cheryl E.
Titel	A Communicative and Structural Approach to Teaching English Reading at the College Level.
Quelle	(2001), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Culturally Relevant Education; English (Second Language); Foreign Countries; Higher Education; Learning Strategies; Questionnaires; Reading Comprehension; Reading Instruction; Student Attitudes; Teaching Methods; Undergraduate Students; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Leseverstehen; Leseunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Researchers at Taiwan's Ming Chaun University and at the University of Northern Virginia investigated whether a strategies-based approach to teaching English reading to non-native speakers would improve reading comprehension. The study also examined whether incorporating culture into teaching would improve reading comprehension in Taiwan and whether using the structured approach would make a difference in the United States. The reading techniques involved gaining background information by examining news articles' titles, skimming articles to get a general impression, identifying the main topic of every paragraph and its supporting details, and identifying topics, issues, arguments, and positions of the authors. Students were encouraged to guess the meanings of words using grammatical cues and context. Students completed pretests and posttests that examined comprehension, vocabulary, and idioms in context. In Taiwan, an additional questionnaire investigated students' attitudes toward the efficacy of the new techniques for teaching reading. Students in both countries made significant advancements between pretest and posttest. Students had positive reactions to this type of instruction and become more positive about reading English. The questionnaire is appended. (Contains 22 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC