Awareness and Real Use of Reading Strategies

要旨

This study uses a newly developed questionnaire to investigate the following three research questions dealing with Japanese learner awareness and use of strategies for reading English as a foreign language (EFL) texts: 0) What factors are extracted through factor analysis indicating the degree of EFL learners' awareness of reading strategies; (2) How do two types of strategy awareness, use-awareness and effect-awareness, interact with each other for better comprehension; and (3) What is the relationship between the learners' level of strategy awareness and their English proficiency level? Analysis of questionnaire data collected from 242 Japanese university EFL students suggests that three of the five extracted factors fit an interactive reading model. Although clear relationships were not observed between either type of strategy awareness and proficiency level, learners reported more frequent use of strategies they perceived to be less effective than strategies they perceived as effective. Based on these findings, classroom implications for strategy instruction are discussed.

主題