Investigating Reading Strategies in the CET-6 Reading Comprehension Test for Chinese Non-English Major Students

  • Zheng Shen

    Student thesis: Master, one year

    Abstract

    Although substantial research has been conducted into reading strategies, the difference between the reading strategies the students think they learn in class and the reading strategies the teacher considers she teaches is given little critical attention in the academic world. This study aims to investigate the relationship between non-English major students’ application of seven reading strategies for the CET-6 test and the teacher’s formal instruction in these with a view to improving teaching practices at university level.

     

    A reading comprehension test and a questionnaire were given to 16 non-English major sophomore graduate students to establish what reading strategies are most and least utilized by students. A questionnaire was also presented to the teacher to ascertain what reading strategies she had taught. It is established that there are differences in the students’ and the teacher’s perceptions of what reading strategies have been taught and their suitability in the CET-6 reading comprehension text.

    Date of Award2012-Jun-25
    Original languageEnglish
    SupervisorJane Mattisson (Supervisor) & Maria Eriksson (Examiner)

    Courses and Subjects

    • English

    University credits

    • 30 HE credits

    Swedish Standard Keywords

    • Social Sciences (5)

    Keywords

    • the cet-6 reading test
    • reading strategies
    • reading comprehension instruction

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