Asiye YALÇINER Pınar METE

What is reading?is a rapid and automatic process,because

various bits of information need to be processed cognitively at the same time. (Grabe, 2002; Johnson, 2008)

is an interactive process in a way that it requires the reader to perform several simultaneous tasks. (Celce-Murcia&Olstain,2000).

is a purposeful skill, for as the purpose for reading changes; the reader’s focus changes as well.(Moreillon,2007)

is strategic and flexible in a way that a reader can assess his achievement of his main purpose in reading. (Grabe,2002; Moreillon,2007).

is a linguistic process, because one cannot derive meaning from a text unless he can interact with text via linguistic processing.

the aim of reading lessons is…to help the students be better at

comprehending a text (Yurdaışık, 2007)

If so, how can we help them ??? Making them strategy users Making them autonomous

Learning strategiesLearning strategies are specific actions taken

by the learner to make learning easier,faster,more enjoyable,more self-directed,more effective,more transferable to new situations.

Reading strategiesan action or series of actions employed in

order to construct meaning ( Garner, 1987)

mental operations involved when readers puposefully approach a text to make sense of what they read (Barnett)

Types of Reading strategies

Cognitive strategies Metacognitive strategiesSocial-affective strategies

Cognitive strategiesThe common function of cognitive strategies

is manipulation or transformation of the target language by the learner.(Rigney 1978 and Dansereau 1985)

These strategies serve to support the learners as they develop internal procedures that enable them to perform tasks that are complex.(Rosenshine,1997)

Cognitive strategies include;• Note taking• Summarizing• Paraphrasing• Predicting• Analyzing• Visualizing• Making associations• Questioning

Metacognitive strategies

Allow learners to control their own cognition-that is, to coordinate the learning process by using functions such as centering arrangingplanningevaluating

(Rebecca L.Oxford 1990)

Metacognitive strategies include;checking the outcome of any attempt to solve

a problemplanning one’s next movemonitoring the effectiveness of any

attempted actiontesting, revising, and evaluating one’s

strategies for learning

Social StrategiesSocial strategies help students learn through

interaction with others

They includeasking questions cooperating with othersempathizing with others

Affective Strategies

• affective strategies help to regulate emotions, motivations, and attitudes

• They include;• lowering your anxiety• encouraging yourself• taking your emotional temperature

Research Questions

1. To what extent do teachers follow reading strategies in reading lessons?

2. Which strategies are commonly used?3. Which strategies are rarely used?4. Do the strategies teachers follow change

according to their teaching experience, gender, and major?

RQ1: To what extent do teachers follow reading strategies in reading lessons?

RQ2: Which strategies are commonly used?I ask comprehension questions about the text.

(cognitive)I ask students warm up questions related to the

text before reading (cognitive).I ask students to look at illustrations/pictures

and try to guess how they relate to the text.(cognitive)

I ask students to read the titles and predict what the text is about.(cognitive)

I ask students to comment on the text.(cognitive)

RQ3:Which strategies are rarely used?I ask the students to evaluate the quality of

the text (metacognitive).I ask the students to select what they want

to read (social affective).I ask the students to compare information

from one text with that of another (metacognitive).

I ask the students to think how to use a text in the future (metacognitive).

I tell the students to skip unknown words (cognitive).

Reading strategies(gender)

cognitive metacognitive social affective

male 185 / 9 = 20.5 75 / 9 = 8.3 16 / 9 = 0.9

female 544 / 25 = 21.7 215 / 25 = 8.6 58 / 25 = 1.1

Reading strategies (experience)

cognitive metacognitive Social affective

Experienced 263 /13= 20.2 106 / 13= 8.1 29 / 13 = 2.2

Inexperienced 466/ 17= 27.4 184/ 17= 10.8 45 /17 = 2.6

Reading strategies (major)

cognitive metacognitive Social affective

ELT 309 /12 = 25.7 128 / 12 = 10.6 27 / 12 = 2.2

NON ELT 420 / 18 = 23.3 162 / 18 = 9 47 / 18 = 2.6

Discussion Teachers seem to lack knowledge as to the

constructive role of metacognitive and social-affective strategies in teaching reading and how they can be integrated into their reading courses.

The reasons for this: The level of our studentsStudents lack knowledge of their own cognitive

process, which could lead to successful use of metacognitive strategies.

The concept of metacognition in education has been somewhat delayed.

Conclusion

Studies show that the use of reading strategies results in improved comprehension and greater self-confidence, so as language teachers we should integrate these strategies into our reading classes.