Show simple item record

dc.contributor.authorBouvet, Eric James
dc.date.accessioned2005-12-08T01:28:59Z
dc.date.available2005-12-08T01:28:59Z
dc.date.issued2002-03
dc.identifier.citationBouvet, Eric 2002. Reading in a foreign language: Strategic variation between readers of differing proficiency.'FULGOR', vol.1, iss.1, March.en
dc.identifier.issn1446-9219
dc.identifier.urihttp://hdl.handle.net/2328/82
dc.description.abstractFor university language students who are required to deal with literary texts for linguistic or literary purposes, there is hardly any transitional stage between short adapted expository texts, read in the early stages of language learning, and complex literary texts, encountered at university in the literature class. Language readers must then make a substantial mental effort to understand texts intended for a native readership. In challenging reading mode, the quality of reading depends on the efficiency of problem-solving operations, including evaluative and executive strategies, put into place in order to attempt to fill in the comprehension gaps present in complex texts. Although reading strategies used by foreign language learners have been identified and categorised by research, the conditions of their use and their relationships are still unclear. Moreover, to my knowledge, no empirical investigation has focused specifically on comprehension monitoring in the context of foreign language literary texts. Literature instruction would benefit from such a study. Using verbal reports to elicit data, this study proposes to examine how proficient and less proficient university students of French, at intermediate level of instruction, implement problem-solving strategies when reading literary texts. Strategies such as guessing at words, consulting a dictionary, and translating mentally, are studied in relation to their contribution to the overall monitoring cycle. The results obtained indicate that proficient and less proficient readers tend to use the same strategies but with different purposes. The study demonstrates that the major difference between the two groups of respondents resides in ability some readers have to integrate meaning and construct text in a cohesive and synthetic fashion.en
dc.format.extent267922 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherDepartment of Languages, Flinders Universityen
dc.relation.ispartofseriesFULGOR Volume 1, Issue 1, March 2002en
dc.subjectLanguagesen
dc.subjectLanguage Studiesen
dc.subjectlanguage learningen
dc.subjectFL readingen
dc.subjectstrategic actionen
dc.subjectaction strategiesen
dc.subjectreading proficiencyen
dc.subjectmacroframeen
dc.subjectBlocken
dc.subjectproblem solvingen
dc.subject.otherAustralian Standard Research Classification> 420000 Language and Cultureen
dc.subject.otherAustralian Standard Research Classification> 420100 Language Studiesen
dc.subject.otherAustralian Standard Research Classification> Language Studies > 420106 Frenchen
dc.titleReading in a foreign language: Strategic variation between readers of differing proficiencyen
dc.typeArticleen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record