The Impact of Text Structure Reading Strategy Instruction in a Second Language: Benefits across Languages

Autor/inn/en	Schwartz, Ana Isabel; Mendoza, Laura; Meyer, Bonnie
Titel	The Impact of Text Structure Reading Strategy Instruction in a Second Language: Benefits across Languages
Quelle	In: Language Learning Journal, 45 (2017) 3, S.263-281 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2013.837092
Schlagwörter	Reading Strategies; Reading Instruction; Second Language Learning; Second Language Instruction; Recall (Psychology); Transfer of Training; English (Second Language); Native Language; Pretests Posttests; Text Structure; Spanish; Prior Learning; Reading Motivation; Surveys; Student Attitudes; Foreign Countries; Teaching Methods; Scoring; Reading Tests; Statistical Analysis; Undergraduate Students; Texas (El Paso); Mexico + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Abberufung; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Textstruktur; Spanisch; Vorkenntnisse; Lesemotivation; Survey; Umfrage; Befragung; Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bewertung; Lesetest; Statistische Analyse; Mexiko
Abstract	The goal of the present study was to examine the efficacy of learning a text structure strategy (TSS) for improving reading comprehension and recall for second language (L2) learners, as well as to test for transfer of the strategy to the native language (L1). University L2 learners of English completed a five-session course on using the TSS to improve recall and comprehension of expository texts. All instructions and materials were in English, the L2. As part of learning the structure strategy, participants practiced identifying key words that signal the structure of text being read (called "signal words"). At no point were these signal words ever translated into Spanish (L1) for the participants. At pre-test and post-test participants read and recalled two texts, one in Spanish and the other in English, while underlining areas of text that they deemed important. After completing strategy instruction, participants made significant gains in their ability to recall information from text in both English and Spanish, despite the fact that all instructions and practice were in English only. Analyses of underlining revealed an overall decrease in use of underlining at post-test for both English and Spanish texts, coupled with an increased tendency to underline signal words in both texts. Together the increases in recall and detection of signal words across languages indicate automatic transfer of the strategy across the learners' two languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01