Author
Nergis, Ayşegül
Publication Date
2013-03
Publication Place
-
Elsevier
Subject
Academic reading, Syntactic awareness, Metacognitive awareness, Depth of vocabulary knowledge
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1475-1585
Record ID
6e035727-da21-4fac-b85e-525aee9949af
Library Location
Preparatory English Program
Date
2013-03
Notes
Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Sample Text
As far as academic reading comprehension is concerned, a network of linguistic skills and strategies operate in a complex and integrated matter. Since it is impossible to examine all the factors affecting reading comprehension all at once, it is more reasonable to compare and contrast the predictive effects of specific variables against each other and elicit the role of each of them in determining academic performance. For this reason, the present study aims to investigate whether specifically the depth of vocabulary knowledge, syntactic awareness or metacognitive awareness was a more powerful predictor of academic reading comprehension. 45 students from the English Language Teaching Department in an English-medium foundation university in Turkey participated in the study. The results of multiple regression analysis revealed that with a sample of homogenous first language (L1) background learners, depth of vocabulary knowledge was not a strong predictor of academic reading comprehension for English for Academic Purposes (EAP) students. However, it was found that syntactic awareness was a significant predictor of academic reading comprehension in second language (L2) and of the investigated variables, metacognitive reading strategies have much to contribute to academic reading comprehension.
DOI
10.1016/j.jeap.2012.09.001
Cilt
12
