An Investigation into the teacher and learner perspevtives on the knowledge of reading strategies in ELT classrooms

dc.contributor.advisorSaka, Ayşe Rana
dc.contributor.authorZalioğlu, Şadiman
dc.contributor.departmentUludağ Üniversitesi/Sosyal Bilimler Enstitüsü/İngiliz Dili Eğitimi Bölümü.tr_TR
dc.date.accessioned2020-02-28T06:28:17Z
dc.date.available2020-02-28T06:28:17Z
dc.date.issued2000
dc.description.abstractThis study aims to throw a light into the teacher and learner perspectives on the knowledge of reading strategies. It also aims to investigate whether there is a relationship between learners' knowledge of reading strategies and their reading performance. The study was carried out in the ELT Department, Faculty of Education, Uludağ University, Turkey. For the purpose of the study, the first year EFL students were given a reading proficiency test to display their immediate reading performance. Subsequently, a questionnaire investigating their reading strategy knowledge was handed out. Afterwards some selected students were interviewed and this process was tape-recorded. Additionally, the teachers also received an adapted form of the questionnaire given to the learners. The aim was to explore the teachers' perspectives on the reading strategy knowledge of the learners. The teachers were interviewed as well. A detailed analysis of the data obtained from the different data collection instruments strongly suggested that learners have some knowledge about different reading strategies. The teachers also agreed that the learners were aware of reading strategies to some extent. Additionally, the findings of the study demonstrated that there was a relationship between the learners' reading strategy knowledge and their reading performance. Also, the reports of the learners indicated that they had found the reading courses and the given instruction quite beneficial. It was concluded that an increased understanding on student perceptions of reading strategy knowledge and its relevance to the reading performance would have some important implications for reading in the EFL context.en_US
dc.format.extentXII, 161 sayfatr_TR
dc.identifier.citationZalioğlu, Ş. (2000). An Investigation into the teacher and learner perspevtives on the knowledge of reading strategies in ELT classrooms. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.tr_TR
dc.identifier.urihttp://hdl.handle.net/11452/9482
dc.language.isoenen_US
dc.publisherUludağ Üniversitesitr_TR
dc.relation.publicationcategoryTeztr_TR
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMetintr_TR
dc.subjectİngilizcetr_TR
dc.subjectTexten_US
dc.subjectOkuma stratejileritr_TR
dc.subjectReading strategiesen_US
dc.subjectYabancı dil eğitimitr_TR
dc.subjectForeign language educationen_US
dc.subjectEnglishen_US
dc.titleAn Investigation into the teacher and learner perspevtives on the knowledge of reading strategies in ELT classroomsen_US
dc.title.alternativeÖğretmen ve öğrencilerin yabancı dil sınıflarında kullanılan okuma stratejilerine ilişkin bilgisi üzerine bir incelemetr_TR
dc.typemasterThesisen_US

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