Ineffective reading takes place if the reader does not understand what he reads. Therefore it is important for everybody to be able to make sense of what they read. Teachers often do not pay enough attention to the teaching of comprehension in schools. Reading comprehension is an aspect that has been the least adequately explained arid therefore it is the most difficult one to teach. Even students think of it as only another exercise of English and rush through it just to finish as soon as possible. Teachers hand back the exercises and give the correct answers without instructing students on how to improve their comprehension. By teaching students different reading strategies their proficiency in comprehension may improve. Most of the students are unaware of reading strategies and they don't know how to implement them in their comprehension.• This study offers an empirical investigation into the teaching of four specific reading strategies to students in an attempt to help them to improve their reading comprehension. The literature on language learning strategies and reading strategies, as well as the teaching and learning of reading strategies, is surveyed. The results of an empirical investigation into the teaching of four reading strategies (guessing the meaning of the word from the context, finding the main idea in a passage, making inferences and generalizing) indicate that, although there was only a marginal improvement in reading comprehension, it is clear that the teaching of reading strategies has enormous potential. English Second Language teachers may find it worth their while to implement the teaching of reading strategies to develop their students' proficiency in reading comprehension. / Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1996

Thesis (Ph. D.)--University of Hong Kong, 2008. / Title proper from title frame. Also available in printed format.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-14T13:50:39Z No. of bitstreams: 1 Oseas Bezerra Viana Júnior.pdf: 3328274 bytes, checksum: cbe08881a9b72da4168efef4b3afa456 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-23T18:53:51Z (GMT) No. of bitstreams: 1 Oseas Bezerra Viana Júnior.pdf: 3328274 bytes, checksum: cbe08881a9b72da4168efef4b3afa456 (MD5) / Made available in DSpace on 2013-05-23T18:53:51Z (GMT). No. of bitstreams: 1 Oseas Bezerra Viana Júnior.pdf: 3328274 bytes, checksum: cbe08881a9b72da4168efef4b3afa456 (MD5) Previous issue date: 2006 / Esta dissertação teve como objetivo tentar identificar a contribuição das estratégias de aprendizagem de línguas, especialmente as metacognitivas, como um dos recursos, que podem auxiliar os alunos a superar as dificuldades encontradas em seu processo de aprendizagem. Para observar tal contribuição, foi necessário mapear quais eram essas dificuldades, enquanto eles realizavam as atividades que envolviam sua habilidade oral, bem como se houve um aumento em seu nível de consciência quanto ao uso das estratégias de aprendizagem. Para alcançar tais objetivos, este trabalho utiliza a metodologia de cunho etnográfico, na qual, faz-se possível utilizar questionários, entrevistas, diários de campo e observação participante. A pesquisa foi realizada em um contexto de aprendizagem formal com um grupo do Curso de Extensão de língua inglesa da UFBA, formado por vinte e um alunos, dos quais uma parte era bolsista. A pesquisa apontou a interação sócioafetiva como um dos principais fatores que podem contribuir ou dificultar na aprendizagem. / Salvador

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The aim of this study was to investigate the relationship between university students&amp / #8217 / use of language learning strategies, achievement, gender, span of learning English, type of high school they graduated from, and attitude toward English. Two instruments were used for data collection purposes: The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and Aiken&amp / #8217 / s Attitude Scale (1979). The instruments were administered to 153 university students from the different streams at the Preparatory school of BaSkent University, Ankara, Turkey. The data gathered was analyzed by using SPSS program / descriptive statistics, independent samples t-test, correlation, and one-way ANOVA. The results showed that Metacognitive strategies category was the most frequently used iv category by the students, followed by Social strategies category, Compensation strategies category, Memory strategies category, Cognitive strategies category and Affective strategies category respectively. The results also showed that there were statistically significant differences between male and female students&amp / #8217 / use of strategies. Female students used strategies from various categories with higher frequency compared to male students. There were statistically significant differences between students&amp / #8217 / strategy use with regard to type of high school they graduated from. There were no statistically significant differences between students&amp / #8217 / strategy use with regard to span of learning English. Affective and Social strategy categories were found to have statistically significant relation with the students&amp / #8217 / fall term language achievement scores. The results also revealed that students&amp / #8217 / strategy use had statistically significant relation with the students&amp / #8217 / attitude toward English.

This study aims to find out teachers&rsquo / and learners&rsquo / perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo / use of strategy instruction at BaSkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students&rsquo / reported use of LLSs to increase our awareness of students&rsquo / strategy use and needs so that teachers would be able to help learners facing problems in learning English. This study employed both qualitative and quantitative research tools. The relevant data were obtained by means of two questionnaires: a teacher and a student version of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured interview. A total of 70 teachers teaching at the English language department of BaSkent University and 100 students studying in the same department were involved in the study. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Content analysis was performed to analyze the interview data. v The results of the study suggest that for most of the items in the strategy inventory, if the teachers are aware of learning strategies, believe in the effectiveness of LLSs instruction and find them easy to apply in the classroom, they may use them more often in their classes. Furthermore, in variance analysis, the only variable that made a difference in teachers&rsquo / perceptions of LLSs was found to be the level of education, Finally, when the teachers&rsquo / and students&rsquo / frequency of LLSs use was compared, it was found out that teachers reported a higher frequency of LLSs use than their learners. However, there was a great similarity between the two parties in terms of frequency of strategy use in the most and least preferred strategy categories. It is essential to find the reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training.

This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used / to reveal the link between strategy use and success levels / and to find out the difference in strategy use between genders and its influence on their achievement in English. 257 (153 male, 104 female) students from Atilim University English Preparatory School participated in the study. At the time of the study all the participants were in the same proficiency level, and were distributed to different classes of the same level. The data were gathered through strategy inventory for language learning (SILL) of Oxford (1990), which was translated to Turkish by Cesur and Fer (2007). The instrument, based on Oxford&rsquo / s (1990) classification of the language learning strategies, is composed of 50 items in six subscales. The participants responded to the inventory before the end of the level they were in. The data were analyzed through SPSS (15.0) to find the relationship of language learning strategies, gender and achievement in learning the target language. To reveal the interconnections between these factors, independent t-tests and an ANOVA test, along with post hoc procedures were performed on the gathered data. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English. Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English.

The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learning and Questionnaire of English Self-Efficacy were given to the participants. Proficiency scores were taken from the proficiency test done to examine their proficiency level at the beginning of the year. Multiple regression analysis was utilized to evaluate data collected. The results indicated that the number of years of English language learning, being abroad, type of high school that they graduated from, self-efficacy for receptive skills, and deep processing strategies predict the English language proficiency scores of the students positively, while memory and rehearsal strategies predict the English language proficiency scores negatively. The research findings were discussed by relying on the previous research findings.

Since Joan Rubin opened the discussion of the existence of techniques of memorization, recall, and production that marked the performance of successful learners of foreign languages, the study of Language Learning Strategies (LLS) has expanded into innumerable directions. Such studies have attempted to establish a link between LLS use and improved student performance in the classroom and beyond, determine what drives students to select particular strategies for use, and analyzed the effectiveness of LLS instruction. Few studies have examined the relationship between LLS and the study of Arabic as a foreign language. The present study identifies, among university-level students of Arabic, the LLS whose use is associated with student language success. Using a combination of survey response analysis and classroom observation, the study highlights the benefits of 17 separate strategies and recommends a phased introduction of those strategies to students in order to maximize their potential effect. The study then moves on to explore the role of the Arabic instructor in student strategy use, determining the effectiveness of current methods of strategy instruction and provides recommendations to the Teaching Arabic as a Foreign Language (TAFL) field that may improve the techniques used to impart strategic learning competence to students of the language. In the final section of analysis, the study turns toward the Arabic textbooks that most commonly used in American colleges and universities and examines the level of support that these texts provide to the development of strategic learning methods within students, providing advice to instructors and learning materials developers intended to enhance presentation of strategies. The ultimate goal of these suggestions is improving the overall strategic capability of students of Arabic so that they can become more independent learners, capable of continuing study of the language beyond the boundaries of the university classroom. / text

The aim of this paper is to examine the different learning strategies among the students of primary and upper-secondary schools and their use by developing the different proficiencies of modern languages. This study will also try to clarify if and how these strategies differ between the students of primary and upper-secondary schools and what cognitive, metacognitive and social effective aspects lie beyond these differences. The data used in the presented paper is previous research made on different learning strategies and their use in the modern language education in primary and upper secondary schools. This paper also uses a number of interviews with the pupils from primary and upper-secondary schools in order to illustrate if and how the use of their strategies differs and what aspects contribute to this difference.