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The Impact of Linguality and Gender on the Process and Product of Reading Short Stories

Publish Year: 1391
Type: Conference paper
Language: English
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BILINGUAL01_068

Index date: 1 February 2014

The Impact of Linguality and Gender on the Process and Product of Reading Short Stories abstract

This study intends to find out whether linguality and gender have any effects on reading strategies awareness and use of ESL learners while reading short stories. To this purpose areading compression test for short stories and a reading strategies questionnaire showing what strategies students used while reading short stories were employed. The analyzed datamanifested that Bilingual learners reported more awareness and use of reading strategies than their monolingual peers. It has also been manifested that male and female students differed significantly in their reading strategy use and awareness while reading short stories.Lastly, the interaction effect between linguality and gender was found to be non-significant indicating that the pattern of reading strategy scores are similar for male and female students irrespective of the lingual background they have. The pedagogical implication isthat monoloingual and male ESL learners need more instruction than their bilingual and female peers in the strategic reading of short stories.

The Impact of Linguality and Gender on the Process and Product of Reading Short Stories Keywords:

Linguality , Reading , Reading Strategies for Short Stories , ESL

The Impact of Linguality and Gender on the Process and Product of Reading Short Stories authors

Mojtaba Maghsoudi

Ph.D. in TEFL The holy prophet higher education complex (Shahid Bahonar T.T.U. of Arak

Seyed Hassan Talebi

Assistant Prof. of University of Mazandaran

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I try to make use of my prior knowledge by ...
I consider the contributions of plot or sequence of events ...
I make predictions about characters and plot before and during ...
I confirm my predictions (trying to figure out what will ...
I cosider the characters' defining traits, motivations, and developments throughout ...
I understand differences between maior and minor characters. ...
I consider the major character (protagonist) and his opposite character ...
I consider conflicts that motivate characters and those that serve ...
I consider the details that provide clues to the setting, ...
I consider the point of view (the perspective of the ...
I consider the arrangement of words or phrases. ...
If I don't understand something such as a word or ...
I consider implied meaning or particular image associated wit a ...
I consider diction (e.g., denotation, connotation, precision, multiple meanings, wordplay, ...
I consider the figurative language (e.g, similes, metaphors as personification, ...
I consider the similarities or differences in styles (e.g., formal, ...
I consider the theme (message) of the text. ...
I extend ideas found in a text by connecting them ...
I try to remember what I read by forming mental ...
I evaluate what I read. ...
I do questioning for clarification while reading. ...
I make inferences (I determine the author's intent by reading ...
I reflect and evaluate (responding to what they have read ...
I monitor my _ comprehension. ...
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