The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English

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Title: The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English
Author: Kwon, Hyun Joo
Abstract: This study focused on exploring various dimensions of metacognitive knowledge developed by advanced readers in academic contexts , and explaining their behaviors of using strategies and their languages from metacognitive perspectives . The findings of this study were further discussed with respect to good readers’ characteristics of utilizing their knowledge , strategy and language resources metacognitively in their reading comprehension process . The types of metacognitive knowledge and the ways this knowledge is involved in the reading comprehension process do not seem to vary much according to the languages (L1 or L2 ) of given tasks . No matter in what languages they were asked to read academic texts , the participants were influenced by their goal and interest , as these played a critical role in guiding the reading comprehension process . While reading academic texts , both languages of these advanced readers actively interacted . First , the readers used their two linguistic resources in processing information of the text . The readers processed information by means of simplifying or elaborating information using their two languages . Secondly , they used their two languages interactively during the entire reading process , from planning , monitoring , and evaluating , to writing a summary . With the findings of this study , theoretical , methodological , and educational implications are made respectively . Finally , several contextual limitations of this study are acknowledged , requiring cautions in interpreting the findings of this study , and calling for future studies .
URI: http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -857
Date: 2010-10-20

Citation

The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English. Doctoral dissertation, University of Texas at Austin. Available electronically from http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -857 .

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