The purpose of this study is to ascertain the effects of MRS instruction on the reading comprehension of college-level LCD students. Can increased awareness of metacognitive reading strategies and brief, focused instruction on how to use them have a measurable effect on students’ use of such strategies? Can instructors truly make a difference in students’ reading comprehension of academic texts at this level? This research aims to discover if students are able to successfully employ MRS on their own after explicit MRS instruction and to what extent it might affect their reading comprehension skills.
The topics that will be covered in the literature review include an overview of the reading research related to both second language (L2) and
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Cohen (1996) acknowledges this lack of clear consensus amongst researchers and suggests two basic criteria: Are the strategies in question language learning strategies or language use strategies? Language learning strategies have the direct goal of assisting learners in improving their knowledge in a target language. For example, learning new vocabulary through reading in the target language or writing sentences in a notebook that use new words in context in the target language would be examples of language learning strategies. On the other hand, language use strategies “focus primarily on employing the language that learners have in their current interlanguage” (Cohen, 1996, p. 3). One example of a language use strategy would involve employing a cover strategy aimed at creating the impression that the learner has control of the target language when they do not. Describing one’s way around an unknown word would be considered a cover strategy used in speaking or writing that attempts to compensate for gaps in target language …show more content…
(1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
Green, C. (2005). Integrating extensive reading in the task-based curriculum. ELT Journal, 59(4), 306–311.
Guzzetti, B. J. (Ed.). (2002). Literacy in America. (Vols. 1 & 2). Santa Barbara, CA: ABC-CLIO, Inc.
Hazelrigg, A. (2008). Second language reading research: A critical review. Retrieved from ERIC database. (ED502487)
Kamhi-Stein, L. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of “underprepared” L2 college readers. TESOL Quarterly, 37(1), 35-134.
Kidd, R., & Marquardson, B. (1997). The Foresee approach to integrated ESL instruction. TESL Canada Journal, 15(1), 1-21.
Lems, K., Miller, L., & Soro, T. (2010). Teaching Reading to English Language Learners: Insights from Linguistics. New York, NY: Guilford Press.
McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum.
Mokharti, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10. Retrieved from ERIC database.
Lesaux, N., & Siegel, L. (2003). The Developmental of Reading in Children Who Speak English as a Second Language. Developmental Psychology. DOI: 10.1037/0012-1649.39.6.1005.
Howard, Elizabeth R., and Kathryn J. Lindholm-Leary. Guiding Principles for Dual Language Education. Washington, D.C.: Center for Applied Linguistics, 2007. Print.
When observing and studying ELLs, there are many advantages and disadvantages in a classroom and school for these students. In the classroom, ELL students have many individual opportunities to develop their literacy, especially in small reading groups. English learners also, are pulled aside by an ESL teacher during class hours to focus on reading and writing skills of English. According to Netten, Droop, and Verhoeven (2010), reading is “an activity which benefits from practice” (414). Many of these students struggle to become literate at a young age, but the more practice they receive the better they will become when focusing on developing literacy. Also, ELL students have an advantage when learning two languages because this makes them bilingual. The goal of bilingual education is to develop
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
The English language has many varieties such as American English, Canadian English, Australian English, etc. Each of these have a standard form as well as additional dialects. Students who begin life with a dialect or vernacular other than Standard American English, though native English speakers, will often have a more difficult time adjusting to school. They may be misjudged as less intelligent, encounter prejudice, and face a more difficult time receiving the appropriate language reinforcement they need in order to thrive in the academic environment. According to Crochunis, Erdey, & Swedlow, “While most of us recognize that learning a new language presents challenges, we may not realize that for some children learning a new language variety (dialect) is one of the most daunting tasks they face in school” (2002, section III, p. 18 – emphasis added). In this essay, I will discuss the standard form of a language, dialects, creoles, and the difficulties or limitations they can produce. In particular, I will demonstrate the differences facing speakers of the AAE and ChE dialects, the effects on learning they produce, and possible ways to address and support those students in learning to function within the SAE world.
Research supports a strong correlation between reading skills in the first and second languages. The better
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
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Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
Garton, A., & Pratt, C. (1998). Learning to be literate: The development of spoken and written language (2nd ed.). Oxford: Blackwell Publishers.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Wright, S., Caputa, F., & Fugett, A. (2013).Using e-readers and internet resources to support comprehension. Educational Technology and Society, 16(1), 367-379. Retrieved from Scopus database
For decades, foreign language teachers wandered in a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old). Clearly, language teaching methodology was in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.