Hungarian Teachers' Reading Strategy Use in Mother Tongue and Foreign Language Analysed by Background Variables

Autor/in	Tary, Blanka
Titel	Hungarian Teachers' Reading Strategy Use in Mother Tongue and Foreign Language Analysed by Background Variables
Quelle	In: Hungarian Educational Research Journal, 13 (2023) 1, S.107-120 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tary, Blanka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Strategies; Second Language Learning; Second Language Instruction; Reading Habits; Native Language; Transfer of Training; Foreign Countries; Hungarian; Teacher Qualifications; Teaching Experience; Majors (Students); Reading Processes; Teacher Attitudes; Masters Programs; Teacher Education Programs; Gender Differences; Teacher Characteristics; Psychometrics; Questionnaires; Kindergarten; Elementary Secondary Education; Higher Education; Adult Education; Private Education; Hungary + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading habit; Lesegewohnheit; Training; Transfer; Ausbildung; Ausland; Ungar; Ungarisch; Lehrqualifikation; Leseprozess; Lehrerverhalten; Magister course; Magisterstudiengang; Geschlechterkonflikt; Psychometry; Psychometrie; Fragebogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Privatunterricht; Ungarn
Abstract	The aim of the present study is to identify teachers' reading strategy use in L1 (mother tongue) and L2 (foreign language), and also to examine whether background variables such as gender, qualification, teaching experience, platform of teaching, reading habits, majors, L2 level and the number of L2s known make a difference in teachers' reading strategy use. Reading has been widely researched yet examining L1 and L2 reading strategy use simultaneously yielded contradicting results. Furthermore, there is little research on teachers' reading strategy use although their role in students' reading is vital. An online, anonymous questionnaire including background variables and items from MARSI was used, which was filled in by 256 teachers. Data analysis found that teachers use more reading strategies in L1 than in L2. No background variable had any significant relationship with L1 reading strategy use. Reading habits, L2 level, majors and L2s known, however, did make a difference in teachers' L2 reading strategy use. Thus it seems that L2 metalinguistic knowledge and reading habits might be important to consider when examining reading strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01