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Reading strategies and the application of these s trategies in EFL classes .

Reading strategies and the application of these s trategies in EFL classes. 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)

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Reading strategies and the application of these s trategies in EFL classes .

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  1. Reading strategiesandtheapplication of thesestrategies in EFL classes. Asiye YALÇINER Pınar METE

  2. 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).

  3. 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.

  4. 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

  5. Learning strategies • Learning 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.

  6. Reading strategies • an actionorseries of actionsemployed in ordertoconstructmeaning ( Garner, 1987) • mentaloperationsinvolvedwhenreaderspuposefullyapproach a texttomake sense of whattheyread (Barnett)

  7. Types of Reading strategies • Cognitive strategies • Metacognitive strategies • Social-affective strategies

  8. Cognitive strategies • The 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)

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

  10. Metacognitive strategies • Allow learners to control theirown cognition-that is, to coordinate the learning process by using functions such as • centering • arranging • planning • evaluating • (Rebecca L.Oxford 1990)

  11. Metacognitivestrategiesinclude; • checking the outcome of any attempt to solve a problem • planning one’s next move • monitoring the effectiveness of any attempted action • testing, revising, and evaluating one’s strategies for learning

  12. SocialStrategies • Social strategies help students learn through interaction with others • They include • asking questions • cooperating with others • empathizing with others

  13. Affective Strategies • affective strategies help to regulate emotions, motivations, and attitudes • They include; • lowering your anxiety • encouraging yourself • taking your emotional temperature

  14. Research Questions • To what extent do teachers follow reading strategies in reading lessons? • Which strategies are commonly used? • Which strategies are rarely used? • Do the strategies teachers follow change according to their teaching experience, gender, and major?

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

  16. RQ2: Which strategies arecommonly 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)

  17. 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).

  18. Reading strategies(gender)

  19. Reading strategies (experience)

  20. Reading strategies (major)

  21. Discussion • Teachers seem to lack knowledge as to theconstructive role of metacognitive and social-affective strategies in teachingreadingand how they can be integrated into their reading courses. • The reasons for this: • The level of our students • Students lack knowledge of their own cognitive process, whichcouldleadtosuccessfuluse ofmetacognitivestrategies. • The concept of metacognition in education has been somewhat delayed.

  22. 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.

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