Reading miscue analysis is a tool on meaning-making construction in authentic oral reading. Since it reflects one's reallanguage proficiency, the patterns of miscues provide information on how the reader integrate...Reading miscue analysis is a tool on meaning-making construction in authentic oral reading. Since it reflects one's reallanguage proficiency, the patterns of miscues provide information on how the reader integrates the language cueing systems duringthe reading process in order to construct meaning. The purpose of this miscue analysis is using miscues collected from three cueingsystems as clues to analyze reader's misinterpretations after reading and give recommendations to improve the reader's readingskills.展开更多
This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwan Residents University English as a Foreign Language (EFL) students' reading. During th...This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwan Residents University English as a Foreign Language (EFL) students' reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children's picture storybook or children's novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher's guidance. General findings of the 17 participants were presented in three categories: (1) vocabulary acquisition, (2) common comprehension problems, and (3) common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that (1) these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and (2) they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.展开更多
文摘Reading miscue analysis is a tool on meaning-making construction in authentic oral reading. Since it reflects one's reallanguage proficiency, the patterns of miscues provide information on how the reader integrates the language cueing systems duringthe reading process in order to construct meaning. The purpose of this miscue analysis is using miscues collected from three cueingsystems as clues to analyze reader's misinterpretations after reading and give recommendations to improve the reader's readingskills.
文摘This paper reports findings from a longitudinal qualitative study that investigated the use of children's literature for Taiwan Residents University English as a Foreign Language (EFL) students' reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children's picture storybook or children's novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher's guidance. General findings of the 17 participants were presented in three categories: (1) vocabulary acquisition, (2) common comprehension problems, and (3) common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that (1) these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and (2) they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.