investigating differences in the reading processes of advanced and intermediate readers
TRANSCRIPT
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Investigating Differences in the Reading Processes of Advanced
and Intermediate Readers
Written by:
Harumi Nishida Associate Professor,Faculty of Bioindustry,Tokyo University of Agriculture, Japan.
Presented by:
Nishat Tasnim
ID: 2015-3-92-007
Mohammad Mustafizur Rahman
ID: 2016-1-92-009
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Abstract
Investigating the differences between advanced and intermediate readers
The first difference concerned vocabulary size
The second concerned their knowledge of syntactic structures
The third difference involved automaticity
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IntroductionTo a focus on cultivating communicative
abilities
To better understand the precise state of students’ reading skills by critically examining how they read English texts
To improve students’ reading skills, teachers must identify areas of difficulty
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Literature Review Reading Processes Lower-level processes — Lexical access — Syntactic parsing — Semantic proposition formation — Working memory activation
Higher-level process — Text model of comprehension — Situation model of reader interpretation — Background knowledge use and inferencing— Executive control processes
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Literature Review (con't.) Fluency
Chunking
Research Questions (1) What processes do advanced L2 English readers undergo?(2) What processes do intermediate L2 English readers
undergo? (3) How do the reading processes of advanced and
intermediate readers differ?
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METHOD
Interviews with readers as a method of data-gathering
The data were analyzed qualitatively
Interviews were conducted after participants completed a reading test
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METHOD (con't.)Participants
An advanced group with TOEIC (Test of English for International Communication), scores between 700 and 900
Two groups
An intermediate group scoring between 500 and 695.
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METHOD (con't.)
Instruments
Reading Test
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METHOD (con't.)Interviews1. How the texts were read; 2. Difficulties encountered while reading (in general); 3. How difficulties were addressed; 4. Whether difficulties with unknown words were encountered; 5. How unknown words were managed; 6. Whether difficulties with understanding sentence structures were
encountered; 7. How unclear sentence structures were managed; 8. Whether difficulties were encountered with understanding sentence
meanings despite familiarity with the words and structures used; and 9. How sentences with unclear meanings were managed in these cases.
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METHOD (con't.)
Procedure and Ethical Approval
The interviews conducted in December 2013
Data Analysis
Interview data were transcribed
The transcript was examined
Similar segments were grouped and coded
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RESULTS AND DISCUSSION 1) Lower-level processes2) Automaticity3) When they fail to understand
Three Lower-level Processes Unknown WordsSyntactic ParsingProposition Formation
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RESULTS AND DISCUSSION (con't.)
Automaticity Lower-level processes must be carried out
automatically
When They Fail to Understand Stumbled upon idiomatic expressions Insufficient vocabulary or knowledge of sentence
structures Unable to process the complex sentences
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RESULTS AND DISCUSSION (con't.)
Answers to Research Questions
1. What kinds of processes do advanced English readers undergo?
2. What kinds of processes do intermediate English readers undergo?
3. How do the reading processes of advanced and intermediate readers differ?
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CONCLUSION
Three differences between advanced and intermediate learners, 1) vocabulary size, 2) knowledge of syntactic structures, 3) automaticity in lower-level processes
To build up syntactic structures and other knowledge for fluent readers
A qualitative study with a small number of participants cannot be generalized
To study the differences between the reading processes of beginners and intermediate learners
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