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A cognitive framework for the develo...

Rodriguez Garcia, Luz del Rosario.

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A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?/
作者:	Rodriguez Garcia, Luz del Rosario.
面頁冊數:	196 p.
附註:	Adviser: Dorothy Rissel.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9997994
ISBN:	0493066942

A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?
Rodriguez Garcia, Luz del Rosario.

A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts? - 196 p.

Adviser: Dorothy Rissel.

Thesis (Ph.D.)--State University of New York at Buffalo, 2001.

The following study was conducted to test the hypothesis that interaction and negotiation of meaning among peers can enhance reading comprehension of authentic texts in a second language.

ISBN: 0493066942Subjects--Topical Terms:

1018115
Education, Language and Literature.

A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?
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245 1 0 $a A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?
300 $a 196 p.
500 $a Adviser: Dorothy Rissel.
500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4708.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2001.
520 $a The following study was conducted to test the hypothesis that interaction and negotiation of meaning among peers can enhance reading comprehension of authentic texts in a second language.
520 $a The study compared reading comprehension scores of 37 nonnative speakers (NNSs) of English placed at a high intermediate level in an intensive language program. There were three groups in which the subjects were randomly assigned to the following three conditions: (1) Unmodified reading text (native-like baseline) with no peer interaction, (2) Modified reading text (elaborated version of native-like baseline) with no peer interaction, and (3) Unmodified reading text with peer interaction.
520 $a It was found that comprehension, assessed by 5 open-ended questions and 15 multiple-choice test items, was highest among learners who had the opportunity to interact with each other. Their performance was significantly different from those who read the same text but had no interaction. However, it was not significantly different from those who read the modified version of the reading text. Likewise, students' video and audio-recorded group interaction shed light on interaction and negotiation of meaning among peers. Findings of the present study provide strong evidence that for students of at least intermediate levels of language proficiency, interacting with their peers over the content of an unmodified text effectively aids comprehension when they have a specific task to perform. Students were in fact capable of elaborating upon authentic text, displaying a variety of strategies that teachers can and must capitalize on. Finally, students' own positive perception about the usefulness of interaction across all groups further support current theoretical claims regarding the role played by interaction in facilitating second language comprehension.
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