The Relationship among EFL Learners’ Use of Language Learning Strategies, Reading Strategies, and Reading Comprehension-پایان نامه رشته زبان خارجی

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  The Relationship among EFL Learners’ Use of Language Learning Strategies, Reading Strategies, and Reading Comprehension

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2.5.2 Categories of Reading Strategies

Reading strategies can be classified according to the time they are used; before, during, or after reading. They also can be categorized as either global or local according to the part of the text on which they focus (Young & Oxford, 1997). A general distinction is also made between “cognitive” and “metacognitive” strategies. Garner (1987) states: “If cognition involves perceiving, understanding, remembering, and so forth, then metacognition involves thinking about one’s own perceiving, understanding, and the rest” (p. 16).  Moreover, Mokhtari and Sheorey’s (2002) SORS uses another classification scheme to classify the reading strategies. SORS classifies the reading strategies into three different types of strategies: “global”, “problem-solving”, and “support” strategies.

McDough (1995) brings together the reading strategies identified in different research within four categories:

“Technical aid strategies”: These would include skimming, scanning, marking the text, and using the glossary.

“Clarification and simplification strategies”: These include syntactic simplification, producing synonyms, using paraphrase of rhetorical function, interpreting the text, and using inference.

“Coherence detection strategies”: These would include identifying the macro frame, keeping the meaning in mind, using information about the story, using background knowledge, and identifying key information.

“Monitoring strategies”: These would include consciously changing the plan, varying the reading rate, rereading, correcting mistakes, evaluating guesses, and questioning.

 

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