Exploring progression: reading and listening strategy instruction with near-beginner learners of French

Harris, Vee

doi:10.1080/09571730701599229

Cited by 22 publications

(15 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Taylor et al suggested that these data support a linguistic threshold hypothesis (e.g., Alderson, 1984;Clarke, 1979), which argues that learners must first acquire a minimum amount of L2 language knowledge before they can effectively use reading strategies with L2 texts. The findings of Taylor et al and others (e.g., Carrell et al, 1989;Fung et al, 2003;Harris, 2007;Ikeda & Takeuchi, 2003;Macaro & Elrer, 2008;Salataci & Akyel, 2002;Zhang, 2008) corroborate to show that L2 learners, especially at low and intermediate L2 language knowledge levels, can be taught reading comprehension strategies and that students benefit from strategy instruction.…”

Section: The Impact Of Reading Comprehension Strategiessupporting

confidence: 66%

“…In addition to research illustrating differences in strategy use among L2 readers, other research indicates that reading comprehension strategies can be taught and that teaching them enhances comprehension (Carrell, Pharis, & Liberto, 1989;Fung, Wilkinson, & Moore, 2003;Harris, 2007;Ikeda & Takeuchi, 2003;Macaro & Elrer, 2008;Salataci & Akyel, 2002;Zhang, 2008). With the exception of Ikeda and Takeuchi (2003), these studies report significant improvements in reading comprehension for students receiving explicit strategy instruction at low (Fung et al, 2003;Song, 1998) and intermediate (Carrell et al, 1989;Salataci & Akyel, 2002;Taylor, Stevens, & Asher, 2006;Zhang, 2008) levels of L2 language knowledge.…”

Section: The Impact Of Reading Comprehension Strategiesmentioning

confidence: 89%

See 1 more Smart Citation

Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study

McNeil

2010

Read Writ

View full text Add to dashboard Cite

While a number of studies have investigated the influence of background knowledge and reading comprehension strategies on comprehension, no L2 research exists examining and comparing the unique contributions of these two variables examined together. Therefore, the purpose of this exploratory study was to investigate the combined and individual contributions of background knowledge and reading comprehension strategies to reading comprehension. Data collected from 20 university-level English language learners were analyzed using regression analyses. The results indicated that background knowledge and reading comprehension strategies, operationalized as self-questioning, combined to account for a significant portion of variance in reading comprehension scores, with self-questioning being a stronger predictor of reading comprehension than background knowledge.

show abstract

Section: The Impact Of Reading Comprehension Strategiessupporting

confidence: 66%

Section: The Impact Of Reading Comprehension Strategiesmentioning

confidence: 89%

Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study

McNeil

2010

Read Writ

View full text Add to dashboard Cite

show abstract

“…The study is part of a wider project which sought to explore the relative weight of explicit strategy instruction compared to other possible variables; the students' bilingual or monolingual status being only one variable amongst students' socioeconomic background and their gender. A full description of the study can be found in two previous articles in this journal (Grenfell & Harris, 2013;Harris, 2008) and in Harris (2007Harris ( , 2006. For reasons that will be discussed later, the project focussed on the skill areas of listening and reading.…”

Section: Introductionmentioning

confidence: 99%

Learning a third language: what learner strategies do bilingual students bring?

Grenfell¹,

Harris

2015

Journal of Curriculum Studies

Self Cite

View full text Add to dashboard Cite

This article seeks to develop the research agenda of multilingualism and multicompetence by bringing together three research fields and their related methodologies: bilingualism, third language acquisition and language learner strategies. After a brief introduction to each area, it describes a study to explore whether bilingual adolescent students learning French in two London schools outperform their monolingual peers in reading and listening comprehension. The significant difference in bilinguals students' listening comprehension test scores leads to in-depth analysis of qualitative data of three case study students in order to identify the differential features involved in the interaction of the languages. It appears that their greater use of oral/aural strategies is developed through the home environment; code-switching in the parental input fostering the development of the strategies. The article concludes with implications for pedagogy and for research.

show abstract

“…Conversations that are culturally-laden were avoided so that cultural knowledge would not interfere with results (See appendix C for sample conversations and questions). The Listening Strategy Questionnaire (See appendix A) was constructed based on a survey of relevant widely used questionnaires (Vandergrift & Tafaghodtari, 2010;Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006;Harris, 2007;Cheng, 2002;Lee, 1997;Teng, 1996). It consisted of 39 items probing students' use of three types of listening comprehension strategies: metcognitive (N = 18), cognitive (N = 18) and socioaffective (N = 3).…”

Section: Instrumentsmentioning

confidence: 99%

The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

Kassem¹

2015

ELT

View full text Add to dashboard Cite

The present study explored listening strategy use among a group of Egyptian EFL college sophomores (N = 84). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use, and listening comprehension and self-efficacy, and 3) differences in listening comprehension and self-efficacy between students with high and low strategy frequency. A Listening Comprehension Test adapted from paper-based Longman TOEFL test was used to assess participants' listening comprehension. Listening strategy use and self-efficacy about listening were assessed by two instruments developed by the researcher based on relevant literature: a Listening Strategy Questionnaire and a Self-efficacy Questionnaire. Descriptive statistics, correlation coefficients and t-test for independent samples were computed to answer the research questions. Results revealed that cognitive strategies were used more often by participants, followed by metacognitive and socioaffective strategies. Listening strategies correlated significantly with both listening comprehension and self-efficacy. Except for socioaffective strategies, participants with high frequent overall strategy use, cognitive strategies and metacognitive strategies outperformed their counterparts with low frequency in both listening comprehension and self-efficacy. Implications and suggestions for further research are reported.

show abstract

Exploring progression: reading and listening strategy instruction with near-beginner learners of French

Cited by 22 publications

References 17 publications

Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study

Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study

Learning a third language: what learner strategies do bilingual students bring?

The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

Contact Info

Product

Resources

About