Options
A multi-case study on the reading performance of adult second language readers
Author
Wan, Estella Tai Wan
Supervisor
Cox, Robyn
Abstract
This study investigated in-depth the authentic reading performance of adult second language (SL) readers, categorized as high proficiency and low proficiency readers, reading eight different text-types, in a non-threatening context.
The three research questions that this study addressed were:
How do adult SL readers read in a non-threatening context?
Do they respond differently to different reading materials?
How do these reading factors: SL proficiency, background knowledge, reading strategies and interest level, play a part in adult SL reading?
The findings revealed that SL readers, regardless of their language proficiencies, when reading without time constraint in a relaxed setting, could employ the three current reading approaches of contemporary SL reading researches since the sixties. These three reading approaches are the bottom-up, top-down and interactive reading theories.
In response to the second research question, this study indicates that different texts; specifically, text-types, could invite different reading behaviors. This was due to the different individual responses caused by the knowledge about the text and text-type; as well as personal interest and reading strategies to each text.
The last question highlights the effects of the 4 reading factors in adult SL reading, which had underscored the significance and resources of these factors found within an adult SL reader. For good reading performance, apart from high SL proficiency, the other influential factors are good background knowledge, a well-defined reading goal/purpose, appropriate strategies and good interest in the text.
This study has contributed to SL language teaching practice by examining authentic adult SL reading performance, so that the resources and potential of an SL reader can be recognized and be activated to enable efficient and effective SL reading.
The three research questions that this study addressed were:
How do adult SL readers read in a non-threatening context?
Do they respond differently to different reading materials?
How do these reading factors: SL proficiency, background knowledge, reading strategies and interest level, play a part in adult SL reading?
The findings revealed that SL readers, regardless of their language proficiencies, when reading without time constraint in a relaxed setting, could employ the three current reading approaches of contemporary SL reading researches since the sixties. These three reading approaches are the bottom-up, top-down and interactive reading theories.
In response to the second research question, this study indicates that different texts; specifically, text-types, could invite different reading behaviors. This was due to the different individual responses caused by the knowledge about the text and text-type; as well as personal interest and reading strategies to each text.
The last question highlights the effects of the 4 reading factors in adult SL reading, which had underscored the significance and resources of these factors found within an adult SL reader. For good reading performance, apart from high SL proficiency, the other influential factors are good background knowledge, a well-defined reading goal/purpose, appropriate strategies and good interest in the text.
This study has contributed to SL language teaching practice by examining authentic adult SL reading performance, so that the resources and potential of an SL reader can be recognized and be activated to enable efficient and effective SL reading.
Date Issued
2002
Call Number
PE1128 Wan
Date Submitted
2002