Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension.
Saved in:
| Title: | Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. |
|---|---|
| Authors: | Mihara, Kei1 |
| Source: | TESL Canada Journal / Revue TESL du Canada. Spring2011, Vol. 28 Issue 2, p51-73. 23p. 13 Charts. |
| Subject Terms: | *Pre-reading experiences, *Reading readiness, *Reading (Early childhood), *Comprehension, *Cognitive processing of language, *Students |
| Geographic Terms: | Japan |
| Abstract (English): | This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students' English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lower-level students regardless of which pre-reading strategy they used. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cette étude se penche sur deux stratégies de pré-lecture : le pré-apprentissage du vocabulaire et la présentation de questions de compréhension. Les chercheurs ont prétendu qu'une stratégie reposant sur le vocabulaire est moins efficace que n'importe quelle autre stratégie de pré-lecture. Nous évaluons dans quelle mesure cette affirmation s'applique aux étudiants d'université japonais. Cette étude a deux objectifs : le premier est d'examiner les effets de deux stratégies de pré-lecture, le deuxième est de discuter des liens entre la compétence des étudiants en anglais et leur compréhension en lecture. On a demandé aux participants à l'étude de compléter une stratégie de pré-lecture, lire un passage et ensuite répondre à des questions de compréhension. Ils ont lu quatre passages en tout. Trois semaines après avoir lu le quatrième passage, ils ont complété un questionnaire. Cette étude démontre que le pré-enseignement du vocabulaire est moins efficace pour les étudiants japonais. Le rendement des étudiants les plus compétents en anglais était supérieur à celui des étudiants moins compétents peu importe la stratégie de pré-lecture employée. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 65095791 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mihara%2C+Kei%22">Mihara, Kei</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL+Canada+Journal+%2F+Revue+TESL+du+Canada%22">TESL Canada Journal / Revue TESL du Canada</searchLink>. Spring2011, Vol. 28 Issue 2, p51-73. 23p. 13 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+readiness%22">Reading readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+%28Early+childhood%29%22">Reading (Early childhood)</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students' English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lower-level students regardless of which pre-reading strategy they used. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cette étude se penche sur deux stratégies de pré-lecture : le pré-apprentissage du vocabulaire et la présentation de questions de compréhension. Les chercheurs ont prétendu qu'une stratégie reposant sur le vocabulaire est moins efficace que n'importe quelle autre stratégie de pré-lecture. Nous évaluons dans quelle mesure cette affirmation s'applique aux étudiants d'université japonais. Cette étude a deux objectifs : le premier est d'examiner les effets de deux stratégies de pré-lecture, le deuxième est de discuter des liens entre la compétence des étudiants en anglais et leur compréhension en lecture. On a demandé aux participants à l'étude de compléter une stratégie de pré-lecture, lire un passage et ensuite répondre à des questions de compréhension. Ils ont lu quatre passages en tout. Trois semaines après avoir lu le quatrième passage, ils ont complété un questionnaire. Cette étude démontre que le pré-enseignement du vocabulaire est moins efficace pour les étudiants japonais. Le rendement des étudiants les plus compétents en anglais était supérieur à celui des étudiants moins compétents peu importe la stratégie de pré-lecture employée. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL Canada Journal / Revue TESL du Canada is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=65095791 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18806/tesl.v28i2.1072 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 51 Subjects: – SubjectFull: Pre-reading experiences Type: general – SubjectFull: Reading readiness Type: general – SubjectFull: Reading (Early childhood) Type: general – SubjectFull: Comprehension Type: general – SubjectFull: Cognitive processing of language Type: general – SubjectFull: Students Type: general – SubjectFull: Japan Type: general Titles: – TitleFull: Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mihara, Kei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 0826435X Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: TESL Canada Journal / Revue TESL du Canada Type: main |
| ResultId | 1 |
