Abstract
This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi University, during the academic year of 2009-2010 participated in the study. Data for the study was collected through Reading Comprehension Achievement Test, Reading Strategy Scale, and Think-Aloud Technique. Findings indicate that strategies instruction had positive effects on students' reading comprehension in French and their use of reading strategies. After strategy instruction, students employed more frequently several reading strategies and alternated the strategies they used. In conclusion, the Cognitive Academic Language Learning Approach may be implemented as an effective model in teaching reading strategies for French as a foreign language at higher education level.
Highlights
The core of effective teaching is highly based on understanding the nature of learning
In accordance with this primary aim, answers to following questions have been sought: In a French course, as a foreign language at higher education level; 1) What is the effect of teaching reading strategies based on Cognitive Academic Language Learning Approach (CALLA) over students’ skills to comprehend what they read in French?
3.1 Findings Regarding the Effect of Teaching Reading Strategies Based on CALLA over Students’ Skills to Comprehend What They Read in French
Summary
The core of effective teaching is highly based on understanding the nature of learning. 1) prescribes reading as an active and fluent process which includes the interaction between the text and the reader during comprehension. Both interaction between the reader and the text and the one between bottom-up and top-down reading processes are highlighted. It wouldn’t be wrong to state that an individual should apply both bottom-up and top-down processes for an active reading; in other words, s/he should employ strategies that would help decode the knowledge in the text and relate his/her background knowledge to the text and interpret the text
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
