Metacognitive Strategies in Second Language Academic Reading: A Qualitative Investigation  

Oleh:

Munby, Hugh ; Li, Shuyun

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 15 no. 3 (1996), page 199-216.
Fulltext: 15_03_Shuyun Li_Munby.pdf (1.16MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/15 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Second language reading of specialized academic material is beginning to receive attention. This paper adds to relevant literature by presenting a qualitative investigation designed to provide a concrete picture of the metacognitive strategies used by ESL students in their academic reading. Two Chinese graduate students at Queen's University participated in the study for over 2 months each. In-depth interviews, think-aloud sessions, and journals served as the principal sources of data. Analyses of the data revealed that ESL academic reading was a very deliberate, demanding and complex process in which the students actively invoked in a repertoire of metacognitive strategies. The participants were found to draw strategies from various sources. They shared the profiles of the competent readers in both L1 and L2 reading. The data also provided enough evidence that the participants were quite aware of their cognitive process in reading, and that they were able to verbalize the strategies they used. The implications of the findings for ESL teaching and research are discussed.

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