An Investigation of Reading Strategies Applied by American Learners of Chinese as a Foreign Language

Lee-Thompson, Li-Chun

doi:10.1111/j.1944-9720.2008.tb03326.x

Cited by 44 publications

(36 citation statements)

References 19 publications

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“…Quiroz, 2014; Lee- Thompson, 2008;Lau & Chan, 2003;Fitzgerald, 1995) that readers employ a wide range of strategies to manage their interaction with written texts. Reading strategies can be defined as "deliberate, goal-directed attempts to control and modify the reader's efforts to decode text, understand words, and construct meanings of text" (Afflerbach, Pearson & Paris, 2008, p. 368).…”

Section: Introductionmentioning

confidence: 99%

Reading Strategies Used by High Scoring and Low Scoring IELTS Candidates: A Think-aloud Study

Ahmadian

Poulaki

Farahani

2016

TPLS

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Abstract-This study investigated the differences in the type and frequency of strategies used by high scoring and low scoring Iranian IELTS candidacies. The participants were required to read two types of Academic IELTS reading comprehension texts. The study used think-aloud procedures to have an in-depth investigation of reading strategies used by the readers while doing the reading module of the IELTS test. The strategies that emerged from the think-aloud procedures were coded and categorized based on Oxford's (1990) taxonomy of reading strategies. Then, the strategies used by the two groups were compared in terms of type and frequency. The results demonstrated a major difference between the two groups of candidates in the use of compensation and metacognitive strategies among the other strategies offered by Oxford (1990). The high scoring readers employed these strategies in different ways and more frequently than the other group.

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Section: Introductionmentioning

confidence: 99%

Reading Strategies Used by High Scoring and Low Scoring IELTS Candidates: A Think-aloud Study

Ahmadian

Poulaki

Farahani

2016

TPLS

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“…Except for a few studies (Everson & Ke, 1997;Lee, 1998;Thompson, 2008) that have attempted to reveal and explain participants' strategy use in actual reading tasks, most of the studies have still been focused primarily on descriptions of the frequency of CSL/CFL learners' strategy use in particular language skill areas or general Chinese language learning. Attention is yet to be given to the most recent advancements in LLSs.…”

Section: Csl/cfl Strategy Research Lagging Behind General Developmentmentioning

confidence: 99%

“…In English publications, strategies for Chinese character learning appear to be the main focus of research, both in journals (Kuo & Hooper, 2004;Shen, 2005;Yin, 2003) and in doctoral dissertations (Arrow, 2004;Fu, 2005;Kuo, 2000). At the same time, reading strategies (Chang, Lan, Chang, & Sung, 2010;Thompson, 2008) and factors related to strategy use (Sung, 2009;Wang, Spencer, & Xing, 2009) have also been prime topics for research.…”

Section: General Description Of Strategy Research In Csl/cflmentioning

confidence: 99%

“…Another study used verbal report in a reading and retelling activity in order to identify participants' CFL reading strategies and their reading difficulties (Thompson, 2008). The study included substantial orientation to subjects regarding how to provide the verbal report data.…”

Section: Verbal Reportmentioning

confidence: 99%

“…Verbal report has been used extensively in Chinese reading strategy research (Everson & Ke, 1997;Lee-Caroline, 1998;Li, 1998;Thompson, 2008). In Everson and Ke's (1997) study, students were asked to read silently a short news article at their proficiency level.…”

Section: Verbal Reportmentioning

confidence: 99%

See 2 more Smart Citations

A critical review of research on strategies in learning Chinese as both a second and foreign language

Jiang

Cohen

2012

SSLLT

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This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese-and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.

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Verbal reports in the reading processes of language learners: A methodological review

Smith

Kim

Vorobel

et al. 2019

Review of Education

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This methodological review highlights the trends in empirical studies where a methodological construct (i.e. verbal reports) intersects with content (i.e. literacy research). Specifically, we synthesise research on language learners’ reading in which verbal reports were deployed as a methodological tool. Questioning the long‐standing assumption that verbal report methods validated in first‐language verbal report reading studies necessarily constitute a basis for validation of second‐language verbal report reading studies, we consider the broader educational frameworks within which studies are embedded. In our synthesis of language learners’ verbal report literacy research published between 2000 and 2015, we attend to the social, demographic and geographic realities characteristic of studies reviewed and of the participants involved. Our findings demonstrate the following: (a) tendency to report quantitative information regardless of the type of verbal reporting method and the component of reading explored; (b) predominance of independent concurrent methods that emphasised the reading product; (c) predominance of integrated verbal reports (i.e. concurrent and other forms of reporting) in sociocultural studies that reflected the reading process; (d) concerns about validity in studies premised on cognitivist models of verbal reports; (e) a tendency to use solely concurrent verbal reports in quantitative studies; (f) high reliance on integrated concurrent methods in qualitative studies; and (g) preponderance of qualitative‐to‐quantitative versus a qualitative‐to‐quantitative‐to‐qualitative verbal reporting paradigms across studies. Based on these findings, we make several recommendations to be considered when verbal reports are used to study language learners’ reading processes.

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An Investigation of Reading Strategies Applied by American Learners of Chinese as a Foreign Language

Cited by 44 publications

References 19 publications

Reading Strategies Used by High Scoring and Low Scoring IELTS Candidates: A Think-aloud Study

Reading Strategies Used by High Scoring and Low Scoring IELTS Candidates: A Think-aloud Study

A critical review of research on strategies in learning Chinese as both a second and foreign language

Verbal reports in the reading processes of language learners: A methodological review

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