Exploring the factors that affect reading comprehension of EAP learners

Name: Exploring the factors that affect reading comprehension of EAP learners
Author: Nergis, Ayşegül

İsim	Exploring the factors that affect reading comprehension of EAP learners
Yazar	Nergis, Ayşegül
Basım Tarihi:	2013-03
Basım Yeri	- Elsevier
Konu	Academic reading, Syntactic awareness, Metacognitive awareness, Depth of vocabulary knowledge
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1475-1585
Kayıt Numarası	6e035727-da21-4fac-b85e-525aee9949af
Lokasyon	Preparatory English Program
Tarih	2013-03
Notlar	Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Örnek Metin	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

Kaynağa git Özyeğin Üniversitesi

Aramaya Dön

Özyeğin Üniversitesi

Kaynağa git

Exploring the factors that affect reading comprehension of EAP learners

Yazar Nergis, Ayşegül

Basım Tarihi 2013-03

Basım Yeri - Elsevier

Konu Academic reading, Syntactic awareness, Metacognitive awareness, Depth of vocabulary knowledge

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1475-1585

Kayıt Numarası 6e035727-da21-4fac-b85e-525aee9949af

Lokasyon Preparatory English Program

Tarih 2013-03

Notlar Due to copyright restrictions, the access to the full text of this article is only available via subscription.

Örnek Metin 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