COGNITIVE READING COMPREHENSION STRATEGIES EMPLOYED BY ELT STUDENTS

Öz

Bu çalışmanın amacı, birinci sınıf öğrencilerinin okuduğunu anlamada hangi okuma stratejilerini ve bunları ne sıklıkla kullandıklarını belirlemektir. Araştırmanın örneklemini, Erciyes Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği 1. sınıfta öğrenim gören 28 öğrenci oluşturmaktadır. Araştırmada öğrencilerin okuma strateji profillerini belirlemek amacıyla 16 maddeden oluşan bir okuma metni verilmiş ve metini okurken her öğrencinin metinle ilgili düşüncelerini sesli olarak ifade etmeleri sağlanmıştır. Öğrencilerden elde edilen cevaplara göre en çok kullanılan stratejinin “genel okuma stratejileri”, en az kullanılan stratejilerin ise “metin içeriği ile ilgili sorular sorma” “metnin zor kısımlarını çözme” ve “önemli bilgileri tespit etme” olduğu bulunmuştur. Elde edilen bulgular literatüre göre tartışılmıştır

Anahtar Kelimeler

• Okuduğunu anlama, Okuma stratejileri, Bilişsel ve Üstbilişsel stratejiler

İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİNİN KULLANDIKLARI BİLİŞSEL OKUDUĞUNU ANLAMA STRATEJİLERİ

Öz

The aim of this study is to determine what reading comprehension strategies the first year students utilize, and how frequently they make use of reading comprehension strategies in reading comprehension. The sample of the study is made up of 28 first year students who study at Erciyes University, Faculty of Education, ELT Department. In order to identify the students’ reading comprehension strategies profiles, they were given a reading comprehension text of 16 items measuring their reading comprehension. While reading the text, each student was ensured that they express their thoughts about the text aloud to reveal his reading strategies. According to the responses obtained from the students, it was found that the most frequently used strategies are “general comprehension strategies”, and that the least frequently used strategies are “asking questions about text content”, “coping with difficult parts”, and “identifying the significance of information.” The findings obtained were discussed in line with the literature

Anahtar Kelimeler

• Reading comprehension, Reading strategies, Cognitive and Metacognitive strategies

Kaynakça

1. Aarnoutse, C. and Schellings, G., “Reading Models and Strategy Use. Educational Studies”, 2003, Vol 29, No: 4, 388-409.
2. Akyel, Ayşe and Erçetin, Gülcan, “Hypermedia Reading Strategies Employed by Advanced Learners of English”, System, 2009, Vol 37, 136-152.
3. Anderson, J. C., “Individual differences in Strategy Use in Second Language Reading and Testing”, The Modern Language Journal, 1991, Vol 75, 460- 72.
4. Auerbach, E. R. and Paxton, D., “It’s not the English Thing: Bringing Reading Research into the ESL Classroom”, TESOL Quarterly, 1997, Vol 31, 237- 261.
5. Barnett, M. A., “Reading through Context: How Real and Perceived Strategy Use Affects L2 Comprehension”, The Modern Language Journal, 1988, Vol 73, No: 2, 150-162.
6. Bernhardt, E. B., Reading development in a second language: Theoretical, empirical and classroom perspectives. Norwood: Ablex Publishing Corporation, 1991.
7. Block, E., “The Comprehension Strategies of Second Language Readers”, TESOL Quarterly, 1986, Vol 20, 463-494.
8. Block, E., “See How They Read: Comprehension Monitoring of L1 and L2 Readers”, TESOL Quarterly, 1992, Vol 26, No: 2, 319-343.

9. Brown, H. D., Language Assessment: Principles and Classroom Practices. New York: Pearson Education, 2004.
10. Cain, K. and Oakhill, J., “Inference Making Ability and Its Relation to Comprehension Failure in Young Children”, Reading and Writing, 1999, Vol 11, 489-503.
11. Carrell, P. L., “Metacognitive Awareness and Second Language Reading.” The Modern Language Journal, 1989, Vol 73, No: 2, 121-134.
12. Çöğmen, Suna, and Saracaloğlu, A. Seda, “Üst Bilişsel Okuma Stratejileri Ölçeği’nin Türkçe’ye Uyarlama Çalışmaları”, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2010, Cilt 28, Sayı: 2, 91-99.
13. Cohen, A. D., Strategies in learning and using a second language. New York: Longman, 1998.
14. Duke, N. K. and Pearson, P., “Effective Practices for Developing Reading Comprehension”, Scholastic Red, 2002.
15. Durkin, D., Teaching them to read. (sixth ed.). Boston, MA: Allyn and Bacon, 1993.
16. Ellery, V., Creating strategic readers. Newark, DE: International Reading Association, 2005.
17. Ericsson, K. A. and Simon, H. A., Protocol Analysis: Verbal Reports as Data. Mit Press, Cambridge, Mass, 1993.
18. Farrell, T. S. C., “Teaching Reading Strategies: ‘It Takes Time ’”, Reading in a Foreign Language, 2001, Vol 13, 631-635.
19. Garner, R., Metacognition and reading comprehension. Norwood, NJ: Albex, 1987.
20. Goodman, K. S., “Reading: A Psycholinguistic Guessing Game”, Journal of the Reading Specialist, 1967, Vol 6, No: 1, 126-135.
21. Grabe, W., “Current Developments in Second Language Reading Research”, TESOL Quarterly, 1991, Vol 25, No: 3, 375-406.
22. Grabe, W. and Stroller, F. L., Teaching and researching reading. London: Longman, 2002.
23. Green, J and Oxford, R., “A Closer Look at Learning Strategies, Second Language Proficiency and Gender”, TESOL Quarterly, 1995, Vol 29, No: 2, 261- 297.
24. Kantarcı, Fevziye, Students’ Awareness of Reading Strategies. M.A. Dissertation. Graduate School of Education. Bilkent University, 2006.
25. Kern, R. G., “Second Language Reading Strategy Instruction: Its Effects on Comprehension and Word Inference Ability”, The Modern Language Journal, 1989, Vol 73, 135-149.
26. Knudsen, E. V., Understanding reading comprehension difficulties at the university level. PhD dissertation. Graduate Program in Psychology. The University of Western Ontario, 2001, 14-16.
27. Mokhtari, Kouider and Reichard, Carla, “Investigating the Strategic Reading Processes of First and Second Language Readers in Two Different Cultural Contexts”, System, 2004, Vol 32, 379-394.
28. Nassaji, H., “Higher-Level and Lower-Level Text Processing Skills in Advanced ESL Reading Comprehension”, Modern Language Journal, 2003a, Vol 87, 261–276.
29. Nassaji, H., “The Relationship between Depth of Vocabulary Knowledge and L2 Learners’ Lexical Inferencing Strategy Use and Success”, The Modern Language Journal, 2006, Vol 90, No: 3, 387-401.
30. National Reading Panel, Report of the National Reading Panel: Teaching children to read. Bethesda, MD: National Institute of Child Health and Human Development, 2000.
31. O’Malley, J. M. and Chamot, A. U., Learning strategies in second language acquisition. Cambridge: Cambridge University Press, 1990, 91.
32. O’Malley, J. M. and Chamot, A. U., The calla handbook: Implementing cognitive academic language learning approach. New York: Addison-Wesley Publication, 1994.
33. Oxford, R., Language Learning Strategies around the world: Cross-cultural perspectives. Hawaii: University of Hawaii Press, 1996.
34. Oxford, R., Chao, Y., Leung, S. and Kim, H., “Effects of the presence and difficulty of task on strategy use: An exploratory study”, IRAL, 2004, Vol 42, 1-47.
35. Oxford, R. I., Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers, 1990, 10.
36. Oxford, R.I., Crookall, D., Cohen, A., Lavine, R., Nyikos, M. and Sutter, W. “Strategy training for language learners: Six situational case studies and a training model”, Foreign Language Annals, 1990, Vol 22, No: 3, 197-216.
37. Özek, Yeşim, and Civelek, Muharrem, “A Study on the Use of Cognitive Reading Strategies by ELT Students”, Asian EFL Journal, 2006, 1-26..
38. Pardo, L. S., “What every teacher needs to know about comprehension”, The Reading Teacher, 2004, Vol 58, 272-280.
39. Sadık, Semra, Effects of Strategy Instruction Focus Activities on Students’ Reading Strategy Use. M.A. Dissertation. The Institute of Economics and Social Sciences, Bilkent University, 2005.
40. Salatacı, R. and Akyel, A., “Possible Effects of Strategy Instruction on L1 and L2 Reading”, Reading in a Foreign Language, 2002, Vol 14, No: 1, 1-16.
41. Silberstein, Sandra, Techniques and resources in teaching reading. New York: Oxford University Press, 1994, 6-7.
42. Smith, F., Understanding reading: Analysis of reading and learning to read. New York: Holt, Rinehart and Winston, 1971, 59-94.
43. Someren, M. V., Barnard F., and Sandberg, J. A. The think-aloud method: A practical guide to modeling cognitive processes. London: Academic Press, 1994.
44. Stoller, F. L., “Help Your Students Become Better Readers”, Panama TESOL Newsletter, 2000, Vol 14, 7-10.
45. Taraban, R., Rynearson, K., and Kerr, M., “College Students’ Academic Performance and Self-Reports of Comprehension Strategy Use”, Reading Psychology, 2000, Vol 21, 283-308.
46. Tuyan, Seden, An Identification and Description of the Reading Strategies Used by Freshmen Students through Think-aloud Protocols. M.A. Dissertation. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, 1998.