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Strategies, approaches to learning, ...

Queen's University (Canada).

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Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension./
Author:	Zhang, Hui.
Description:	97 p.
Notes:	Adviser: John Kirby.
Contained By:	Masters Abstracts International43-05.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ99670
ISBN:	9780612996700

Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.
Zhang, Hui.

Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension. - 97 p.

Adviser: John Kirby.

Thesis (M.Ed.)--Queen's University (Canada), 2004.

The purpose of this study was to investigate the relative contributions of cognitive and metacognitive strategies, deep and surface approaches, grammar, and vocabulary to English as a Foreign Language (EFL) reading performance, and the interrelationships among these variables. The secondary purpose was to validate some previous models in the literature.

ISBN: 9780612996700Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.
LDR:02067nam 2200289 a 45 001 858388
005 20100712
008 100712s2004 ||||||||||||||||| ||eng d
020 $a 9780612996700
035 $a (UMI)AAIMQ99670
035 $a AAIMQ99670
040 $a UMI $c UMI
100 1 $a Zhang, Hui. $3 1019075
245 1 0 $a Strategies, approaches to learning, and language proficiency as predictors of EFL reading comprehension.
300 $a 97 p.
500 $a Adviser: John Kirby.
500 $a Source: Masters Abstracts International, Volume: 43-05, page: 1488.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2004.
520 $a The purpose of this study was to investigate the relative contributions of cognitive and metacognitive strategies, deep and surface approaches, grammar, and vocabulary to English as a Foreign Language (EFL) reading performance, and the interrelationships among these variables. The secondary purpose was to validate some previous models in the literature.
520 $a Participants were 435 first-year students at an urban university in Beijing, China, who completed the approaches to learning questionnaire, the cognitive and metacognitive strategies questionnaire, a vocabulary test, and two grammar and reading tests. Exploratory factor analysis resulted in two new constructs: metacognitive awareness and test taking strategies. Results are not consistent with strategy use theory, and suggest that the causal directions in his model may be reversed: instead of grammar being a consequence of strategies, it may be that grammar and other basic language skills constrain strategy use. The implications for practice are that basic skills need to be strengthened in addition to (or before) attempting to strengthen cognitive and metacognitive strategies. (Abstract shortened by UMI.)
590 $a School code: 0283.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Reading. $3 1017790
690 $a 0525
690 $a 0535
710 2 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 43-05.
790 $a 0283
790 1 0 $a Kirby, John, $e advisor
791 $a M.Ed.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ99670