Readers, Texts, and Second Languages: The Interactive Processes

Swaffar, Janet

doi:10.1111/j.1540-4781.1988.tb04175.x

Cited by 84 publications

(54 citation statements)

References 133 publications

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“…In recent decades, however, reading is conceptualized of as a more dynamic and interactive process between the text and the reader (Eskey & Grabe, 1988;Perfetti, 1985;Samuels, 1994;Swaffar, 1988). This shift in perspective is a welcome change but there seems to be issues that have not been addressed yet.…”

Section: Introductionmentioning

confidence: 99%

Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

Adli

Mahmoudi

2017

TPLS

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Abstract-This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom's Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the Mann-Whitney U test was used. Results indicated that there are significant differences between the two proficiency levels in terms of question types in all categories except analysis and synthesis. To assess the overall proportions of question types in the textbooks and to see if they are different from each other, a Kruskal-Wallis and the follow up Mann-Whitney U tests were used which revealed significant differences between some pairs of categories of question types. It is believed that the results of this study can be useful to textbook writers and EFL teachers.

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Section: Introductionmentioning

confidence: 99%

Reading Comprehension Questions in EFL Textbooks and Learners’ Levels

Adli

Mahmoudi

2017

TPLS

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“…26 Many variations exist on this theme; we opted for an immediate oral recall (tape recorded) in L1 without the aid of the text: immediate to lessen the role of long-term memory; oral to minimize reader evaluation and censorship; L1 to demonstrate languagefree comprehension and avoid introducing the added variable of foreign language production (Swaffar 1988); without the aid of the text, to avoid both rereading the text and literally translating it (Barnett 1986). …”

Section: Materials 24mentioning

confidence: 99%

What do they understand and how? Second time round

Taillefer¹

1993

asp

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“…Many scholars, such as Nation (1990) and Schmitt (2000), claim that vocabulary plays a top role in the language proficiency of students. In the context of reading, for example, L2 readers need an English vocabulary of between 2000 and 7000 words (Nation, 1990;Swaffar, 1988). Meanwhile for academic coursework, they need more, around 5000 to 7000 words in order to "survive" (Grabe, 1991).…”

Section: Discussionmentioning

confidence: 99%

“…Nunan (1991) further argues that without a large vocabulary, someone will be unable to use the structures and functions of a language one has learned for comprehensible communication. Vocabulary also plays a very important role in reading comprehension in which L2 readers need a vocabulary of between 2000 and 7000 words (Nation, 1990;Swaffar, 1988). Meanwhile, to survive in academic coursework, L2 learners need around 5000 to 7000 words according to Grabe (1991).…”

Section: Literature Reviewmentioning

confidence: 99%