Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts

2.50
Hdl Handle:
http://hdl.handle.net/10547/304964
Title:
Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts
Authors:
Masuhara, Hitomi
Abstract:
This thesis investigates factors influencing the reading difficulties of advanced learners of English as a foreign language. It proposes a new approach to reading research and pedagogy in which neuroscientific insights on human verbal and non-verbal cognition are incorporated into the theoretical conceptualisation. This thesis explores the neurosdentific literature for the purpose of identifying basic principles governing human perception, emotion and cognition. The mechanisms of learning and memory are also studied. It examines how the verbal systems of the brain interact with the non-verbal systems. Making use of neural perspectives, a critical review of historical and of current reading models is conducted. Attempts are made to provide alternative interpretations for the phenomena recognised in empirical studies based on observations of reading behaviours, on computer-based studies and on the introspective data of experts and of learners. This thesis reports two experiments which were designed to investigate the Ll and L2 reading processes through Think Aloud, Immediate Retrospection, Questionnaires and Interviews. The results indicate that advanced learners, despite their established reading ability in their native languages, often rely heavily on cognitive and studial styles of L2 reading which inhibit fluent and effective reading. Neural accounts are offered which suggest that the ineffective reading styles are due to weakness in the degree of neural developments. This thesis evaluates the reading sections of current and typical coursebooks according to neural-based criteria and concludes that learners are not being given the opportunities to develop the neural networks required in fluent and enjoyable reading. Finally suggestions are made for future reading research and pedagogy.
Citation:
Masuhara, H. (1998) 'Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts' PhD thesis. University of Luton.
Publisher:
University of Bedfordshire
Issue Date:
Apr-1998
URI:
http://hdl.handle.net/10547/304964
Type:
Thesis or dissertation
Language:
en
Description:
A thesis submitted to the University of Luton in partial fulfilment of the requirements for the degree of Doctor of Philosophy
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorMasuhara, Hitomien
dc.date.accessioned2013-11-05T10:57:04Z-
dc.date.available2013-11-05T10:57:04Z-
dc.date.issued1998-04-
dc.identifier.citationMasuhara, H. (1998) 'Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts' PhD thesis. University of Luton.en
dc.identifier.urihttp://hdl.handle.net/10547/304964-
dc.descriptionA thesis submitted to the University of Luton in partial fulfilment of the requirements for the degree of Doctor of Philosophyen
dc.description.abstractThis thesis investigates factors influencing the reading difficulties of advanced learners of English as a foreign language. It proposes a new approach to reading research and pedagogy in which neuroscientific insights on human verbal and non-verbal cognition are incorporated into the theoretical conceptualisation. This thesis explores the neurosdentific literature for the purpose of identifying basic principles governing human perception, emotion and cognition. The mechanisms of learning and memory are also studied. It examines how the verbal systems of the brain interact with the non-verbal systems. Making use of neural perspectives, a critical review of historical and of current reading models is conducted. Attempts are made to provide alternative interpretations for the phenomena recognised in empirical studies based on observations of reading behaviours, on computer-based studies and on the introspective data of experts and of learners. This thesis reports two experiments which were designed to investigate the Ll and L2 reading processes through Think Aloud, Immediate Retrospection, Questionnaires and Interviews. The results indicate that advanced learners, despite their established reading ability in their native languages, often rely heavily on cognitive and studial styles of L2 reading which inhibit fluent and effective reading. Neural accounts are offered which suggest that the ineffective reading styles are due to weakness in the degree of neural developments. This thesis evaluates the reading sections of current and typical coursebooks according to neural-based criteria and concludes that learners are not being given the opportunities to develop the neural networks required in fluent and enjoyable reading. Finally suggestions are made for future reading research and pedagogy.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectQ330 English as a second languageen
dc.subjectEnglish as a Second Languageen
dc.subjectEnglish for academic purposesen
dc.subjectreadingen
dc.subjectEFLen
dc.titleFactors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic textsen
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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