ESL readers’ comprehension performance: the Chinese secondary context.
Recent research in reading comprehension in Western settings has focused on collecting evidence from reading tests that would measure relevant ESL reading constructs to inform reading instruction and assessment. Similar studies in non-Western contexts, however, remain under-reported. This study invo...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 66; no. 3; pp. 304 - 318 |
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| Autores principales: | , , , |
| Formato: | Case Study |
| Publicado: |
Oxford University Press / USA
Jul2012
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=77413236&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 77413236 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Jul2012 vid: 66 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 77413236 10.1093/elt/ccr088 ppf: 304 ppct: 14 formats: tig: atl: ESL readers’ comprehension performance: the Chinese secondary context. aug: au: Chau, Juliana Wu, Winnie Chen, Julia Lughmani, Shari affil: Juliana Chau holds a PhD in language education and has published works in international journals on second language acquisition, technology-mediated learning, and socio-constructivist language learning. She has taught English as a second language in Australia and Hong Kong and is currently working at the Hong Kong Polytechnic University, coordinating a language ePortfolio project, overseeing materials development for university students, and providing teacher training for secondary school teachers. Email: ecjchau@polyu.edu.hk Winnie Wu is a Language Instructor at the English Language Centre of the Hong Kong Polytechnic University. She teaches both academic and workplace English. She holds an MA in translation and interpreting and a Postgraduate Diploma in Education in English language teaching (secondary). She has experience teaching both local Chinese, mainland Chinese, and ethnic minority students in Hong Kong. Email: ecwinwu@inet.polyu.edu.hk Julia Chen is Associate Director and Senior Lecturer at the English Language Centre of the Hong Kong Polytechnic University and Deputy Chair of her Faculty’s Learning and Teaching Committee. She coordinates materials development and staff development in her Centre. Her research interests include L2 writing pedagogy, ESP, academic integrity, teacher training, and enhancing the secondary–tertiary interface. Email: ecjuliac@inet.polyu.edu.hk Shari Lughmani is a Senior Lecturer in the English Language Centre, the Hong Kong Polytechnic University and is responsible for the coordination work in the area of reading and writing. Having a background in English Literature and Applied Linguistics in the UK, Pakistan, and Hong Kong, she has taught Poetry, Drama, Novel, Discourse Analysis, and Phonetics to undergraduates and ELT trainees. Her research interests include reading and writing assessments, collaborative writing, and teacher and peer feedback. Email: ecchari@inet.polyu.edu.hk su: English as a foreign language English language ability testing High school students Reading comprehension ability testing Reading (Secondary) Hong Kong (China) China sug: subj: Hong Kong (China) China English as a foreign language English language ability testing High school students Reading comprehension ability testing Reading (Secondary) ab: Recent research in reading comprehension in Western settings has focused on collecting evidence from reading tests that would measure relevant ESL reading constructs to inform reading instruction and assessment. Similar studies in non-Western contexts, however, remain under-reported. This study involved 958 senior secondary Hong Kong (Chinese) school students and 45 ESL teachers from local secondary schools. The study identified some of the weaknesses and strengths in aspects of Chinese ESL readers’ comprehension performance. Results of the study indicate that reading comprehension is constrained by linguistic-, discourse-, and pragmatic-level problems. The article concludes with a call to rethink ESL reading pedagogy to foster readers’ own understanding of a text and to build up interest and confidence in reading. Three instructional methods in this direction are proposed for ESL reading improvement. pubtype: Academic Journal doctype: Case Study src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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