This study described and analyzed the reading strategies and interlanguage of EFL learners. Four Japanese subjects were tasked to read aloud, think aloud, and make comments to two short expository articles. Recorded oral reading activities, informal interviews, observations, and teachers’ progress reports were used as instruments. Results revealed that monitoring strategies predominated among the reading strategies employed. Furthermore, first language phonological transfer evident in the phonological processes such as substitution, deletion, and addition of sounds were observed in the utterances. Consequently, Nihongo as the first language of the subjects affected their ability to accomplish their oral reading tasks with ease. These strategies and evidences of interlanguage reflected EFL learners’ ways in understanding and articulating reading materials in English as a foreign language by using electronic dictionaries and asking the teachers for verification.
| Published in | International Journal of Education, Culture and Society (Volume 1, Issue 3) |
| DOI | 10.11648/j.ijecs.20160103.15 |
| Page(s) | 86-94 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
English as a Foreign Language (EFL), Interlanguage, L1 and L2 Learners, Phonological Processes, Reading, Strategies
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APA Style
Joseleanor M. Magno, Rowanne Marie R. Maxilom. (2017). Japanese Learners’ Reading Strategies and Oral Interlanguages. International Journal of Education, Culture and Society, 1(3), 86-94. https://doi.org/10.11648/j.ijecs.20160103.15
ACS Style
Joseleanor M. Magno; Rowanne Marie R. Maxilom. Japanese Learners’ Reading Strategies and Oral Interlanguages. Int. J. Educ. Cult. Soc. 2017, 1(3), 86-94. doi: 10.11648/j.ijecs.20160103.15
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Download@article{10.11648/j.ijecs.20160103.15,
author = {Joseleanor M. Magno and Rowanne Marie R. Maxilom},
title = {Japanese Learners’ Reading Strategies and Oral Interlanguages},
journal = {International Journal of Education, Culture and Society},
volume = {1},
number = {3},
pages = {86-94},
doi = {10.11648/j.ijecs.20160103.15},
url = {https://doi.org/10.11648/j.ijecs.20160103.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20160103.15},
abstract = {This study described and analyzed the reading strategies and interlanguage of EFL learners. Four Japanese subjects were tasked to read aloud, think aloud, and make comments to two short expository articles. Recorded oral reading activities, informal interviews, observations, and teachers’ progress reports were used as instruments. Results revealed that monitoring strategies predominated among the reading strategies employed. Furthermore, first language phonological transfer evident in the phonological processes such as substitution, deletion, and addition of sounds were observed in the utterances. Consequently, Nihongo as the first language of the subjects affected their ability to accomplish their oral reading tasks with ease. These strategies and evidences of interlanguage reflected EFL learners’ ways in understanding and articulating reading materials in English as a foreign language by using electronic dictionaries and asking the teachers for verification.},
year = {2017}
}
TY - JOUR T1 - Japanese Learners’ Reading Strategies and Oral Interlanguages AU - Joseleanor M. Magno AU - Rowanne Marie R. Maxilom Y1 - 2017/01/19 PY - 2017 N1 - https://doi.org/10.11648/j.ijecs.20160103.15 DO - 10.11648/j.ijecs.20160103.15 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 86 EP - 94 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20160103.15 AB - This study described and analyzed the reading strategies and interlanguage of EFL learners. Four Japanese subjects were tasked to read aloud, think aloud, and make comments to two short expository articles. Recorded oral reading activities, informal interviews, observations, and teachers’ progress reports were used as instruments. Results revealed that monitoring strategies predominated among the reading strategies employed. Furthermore, first language phonological transfer evident in the phonological processes such as substitution, deletion, and addition of sounds were observed in the utterances. Consequently, Nihongo as the first language of the subjects affected their ability to accomplish their oral reading tasks with ease. These strategies and evidences of interlanguage reflected EFL learners’ ways in understanding and articulating reading materials in English as a foreign language by using electronic dictionaries and asking the teachers for verification. VL - 1 IS - 3 ER -
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