This paper investigated the oral reading process of an EFL learner through the use of miscue analysis. It was aimed to explore miscue features, the influence of text type on miscues and the contributory factors to mis...This paper investigated the oral reading process of an EFL learner through the use of miscue analysis. It was aimed to explore miscue features, the influence of text type on miscues and the contributory factors to miscue production. Sources of data included questionnaire responses, oral reading of texts, stimulated recalls and written summaries. The results showed that the participant, in the process of meaning construction, utilized grapho-phonic, syntactic and semantic cues as well as cognitive strategies such as sampling, predicting and correcting. It was found that miscues with syntactic acceptability and high grapho-phonic similarity were more frequently produced than those with semantic acceptability. In addition, it was revealed that more miscues per hundred words were produced in the expository essay than in the narrative story. The results also indicated that linguistic and cognitive factors were two major contributors to miscue production. This paper concluded that the dynamic miscue-reflected EFL reading process is able to reveal learners’ strengths and weaknesses in text processing. Pedagogical implications for EFL reading instruction were finally discussed.展开更多
基金supported by Shandong Provincial Social Science Foundation(08BWJ017)
文摘This paper investigated the oral reading process of an EFL learner through the use of miscue analysis. It was aimed to explore miscue features, the influence of text type on miscues and the contributory factors to miscue production. Sources of data included questionnaire responses, oral reading of texts, stimulated recalls and written summaries. The results showed that the participant, in the process of meaning construction, utilized grapho-phonic, syntactic and semantic cues as well as cognitive strategies such as sampling, predicting and correcting. It was found that miscues with syntactic acceptability and high grapho-phonic similarity were more frequently produced than those with semantic acceptability. In addition, it was revealed that more miscues per hundred words were produced in the expository essay than in the narrative story. The results also indicated that linguistic and cognitive factors were two major contributors to miscue production. This paper concluded that the dynamic miscue-reflected EFL reading process is able to reveal learners’ strengths and weaknesses in text processing. Pedagogical implications for EFL reading instruction were finally discussed.
