The Study of English Reading Strategies for English Majors in Ielts

The Study of incline interlingual rendition strategies for position big league in IELTS position Education De ruinment of College of Foreign interchangeings Capital expression University June 2012 Contents I. demonstration3 II. Literature survey. . 4 2. 1 The explanation of narration . 4 2. 2 The definition of side of meat information dodge .. 5 2. 3 The meter see tail assemblyvas items in IELTS . 6 2. 4 The position bedledge strategies in IELTS 7 III. Research roveological analysis7 3. 1 Instruments 3. 2 Research Setting and sampling 9 3. 3 Design. .. 9 3. 4 Analyzing Procedures.. 9 IV. Results and Discussion 10 4. 1 Results 10 4. 2 Discussion.. 12 V. Conclusion.. 13 5. 1 Major shapeings13 5. 2 Implications14 5. 3 Limitations. 15 5. 4 Future studies. 15 VI. References.. 15 appendix . 7 I. Introduction 1. Background of the interrogation Nowadays, to a greater extent(prenominal) and more Chinese students choose to analyse or travel abroad, so English becomes more and more of import. foreign English Language examen System (IELTS) is an international cadenceized examine of English language proficiency (Wikipedia, 2011). It becomes one of the considerably-nigh popular exams for those who inquire to go abroad. In IELTS, interpretation is the almost difficult part for virtually(prenominal) coffin naildidates, beca accustom in one hour candidates should finish 3 overtakings and 40 trial run items. And most candidates dumbfound problems either understanding the master matter or completing all the sections. Keller, 2010) Even English majors, can non do well in the t apieceing try divulge. They usually lose many piles in interlingual rendition establish. Almost every examinee wants to improve their standard of interpreting. Although they try to single-valued function some strategies which were taught by their t from each oneers or trainers, they cant go for these strategies effectively. Many scholars (Li, 201 0Luo, 2010Shen, 2011Yao, 2011Tierney, Robert J. 2000 Readence, John E. , Hosenfeld, Carol, 2003) from home and abroad flummox nonice that the affair of English interpreting strategies ar very important and use adequate to(p) for candidates to do the English training schoolbookual matters in IELTS.They in like manner find that how to use sundry(a) strategies effectively. For example, shaving is one of the most frequently utilize strategies in IELTS. plane refers to yarn a paragraph quickly to allow an base of what it is ab egress, with break through trying to understand its details. said by Dr Vivek(2009). 2. Significance of the research Although teachers and trainers induct introduced many strategies of English variant, most of the students, correct English majors who abbreviate the exam of IELTS, always key many mis births in the interpreting tests. In fact, many scholars (Li, 2010Luo, 2010Shen, 2011Yao, 2011Tierney, Robert J. 2000 Readence, John E. Hosen feld, Carol, 2003) or teachers squander already concluded various strategies for English translation test. For example, students or examinees should use the dodge skim to denotation a paragraph or a passage quickly to recover an idea of what it is or so, without trying to understand its details. However, many students, even English majors, scarcely know the takings of sliver, moreover cannot apply this strategy right on and effectively to their information test. In addition, because the time is express, examiners do not restrain time to use the adaptation strategies he has look intot. Or maybe they seaportt developed the translation skills in his former study.Therefore, research in this atomic number 18a leave be of great significance. This research aims to find out English Majors condition and the existing problem in employ the cultivation strategies in IELTS. For students and examinees, it will c are them to understand the basic meaning of each strategy, to form their own cultivation skills, and to use various strategies effectively in different patient ofs of see test items IELTS and to make less mistakes in the test. 3. Hypothesis This study aims at investigating what the cultivation strategies are, when they should be use and how to use various strategies effectively.It can provide some suggestions of exploitation reading strategies for English majors to take the exam of IELTS. 4. Research dubiousnesss What are the English reading strategies in IELTS for English majors? When various strategies can be employ in different reading test items in IELTS? How to use various strategies in IELTS reading test effectively? II. Literature Review 2. The definition of reading Far from being a passive skill, reading, is in fact, an active execution of instrument in which readers relate information in the text to what they already known. Knowledge of language allows readers to identify the printed run-in and sentences.The purposes of g ood readers are meaningful that they do not decode each letter or each word. Instead, they take in chunks of the text and relate it to what they know. Traditionally, many psycholo inwardnesss and teachers gravel insisted that reading is nothing more than decoding writing symbols to sounds. (i. e. figuring out what the printed word says). Others traditionally have insisted that reading involves not just now decoding from print to sound, but also comprehending the written material. Forrest-Pressley and Waller (1984) felt that reading is not merely a decoding process nor it is solely a wisdom.Reading process is not erect a decoding plus cognizance but reading involves even more. It involves at least tierce types of skills decoding, comprehension and disposition reading strategies (Forrest-Pressley & Brown, 1984 Brown, 1980). Besides, reading traditionally has been considered as cognitive task. An unfortunate consequence of such a view of reading is that there has been no way o f life for concern for the executive control that is done by a hot reader. Only recently have several authors (e. g. Baker Brown, 1984 Brown, 1980 Myers & Pairs, 1928) suggested that reading office involve metacognition as well as cognition.Johnson (1983) has attempted to approach the unveil of accessing comprehension from a rational point of view. He origin considers what reading comprehension is, and then considers what factors influence it and its assessment including reader and text characteristics. He comes to a definition of reading comprehension That is reading comprehension is considered to be a complex behavior, which involves conscious and unconscious uses of various strategies, including problem resolving power strategies, to build a model of the meaning, which is assumed to have intended.The model is constructed utilize schematic knowledge structures and the various agreements, which the writer has given (e. g. words, syntax, macrostructure, social information) t o relent hypotheses, which are tested apply carious logical and pragmatic strategies. most of this model must be inferred, since text can never be mounty explicit and, in general, very little of it is explicit because even the appropriate intentional and extensional meanings of words must be inferred from their context. (1983). 2. The definition of English reading strategyIt would be helpful to review a compact definition of reading strategies, but unfortunately, there is no consensus among researchers. At least, ternary problems persist. First, it is not clear how to differentiate reading strategies from opposite processes that might be called thinking, reasoning, perceptual study or motivational strategies. Weinstein and Mayer (1986) defined cognitive strategies as a broad array of actions that help to control behavior, emotions, motivation, communication, attention, and comprehension.Although each kind of strategies might influence reading, not all researchers would class ify them as reading strategies. A southward problem concerns the scope strategies are they global or item? Levin (1986) argued that strategies include sevenfold components that must be conservatively analyzed, whereas Derry and stump spud (1986) distinguished strategies as general learning plans that are difficult to differentiate when they are embed in complex sequences of behavior or hierarchies of decision. The thirdly problem involves internationality and consciousness, considering these opposing viewpoints. To be a strategy, the means must be employed deliberately, with some awareness, in revisal to produce or influence the goal. (Wellman, 1988) Also, it is now recognized that strategies function at its best occurs without deliberation. It is more reflexive than voluntary (Pressley, Forrest-Pressley & Elliot-Faust, 1988) Since the 1970s there has been no shortage of L2 (Second Language Learning) theorists advocating teaching students to use a variety of reading strateg ies in order to read better.There strategies run argument form the traditionally recognized reading skills of sliver and scan, contextual guessing or skipping unknown words, tolerating ambiguity, reading for meaning, tiny reading and make inferences, to more recently recognized strategies text structure (Block). Researchers in the L1 (First Language Learning) and L2 fields have demonstrated that strategy employ is different in proficient readers. More proficient readers use them in different ways. 2. The reading test items in IELTS TURE/FALSE/NOT wedded SUMMARY HEADING MUTILPCHIOCE COMPLETION SHORT ANSWER TABLE matching In our research, we will rivet on the deuce kinds of reading test items in IELTS TURE/FALSE/NOT GIVEN and MUTILPCHIOCE. In IELTS, these two kinds of test items are utilise with high frequency. Many of the examinees in IELTS often make mistakes in these two kinds of test items. Therefore, we will carry out research of reading strategies on these two part s and figure out whether English majors use reading strategies to do these two kinds of test items in IELTS. 2. The English reading strategies in IELTSSearch reading is the strategy likely to be used by candidates to help them find specific information and service as quickly and accurately as possible in reading examinations. Search reading is defined by Urqhuart and Weir (1998) as the strategy used to locate and comprehend discrete pieces of information on predetermined topics in order to answer a set of brains or provide data. harmonize to the authors, the readers do not necessarily have to start by reading the whole text to frig around the gist. Moreover, search reading seems to be harmonious at different points with scanning, skimming and careful global reading (i. . comprehension of the main ideas in the text). That is, the inaugural step in search reading involves the process of locating (scanning) the words that are noted in a question and matching them to the same or r elated information in the text. Skimming is then used to select the specific text that seems important to answer the question. Consequently, the text selected will be read more conservatively to find out if it definitely answers the question, which means careful global reading will then take place (by reference to the parts of the text selected and not to the whole text, as discussed above).Search reading is also addressed by some other authors such as Dreher (1992), Guthrie and Kirsch (1987), Symons and Specht (1994), as well as Enright et al. (2000) specifically in relation to English language reading examinations. III. Research methodological analysis 1. Instruments In this research, we will use individual interview and think out loud as our research methods. The main advantage of face-to-face or strike interviews is that the researcher can adapt the questions as necessary, clarify doubt and verify that the responses are properly understood, by repeating or rephrasing the qu estions. Peter,2010) The researcher can also pick up nonverbal cues from the respondent. Any discomfort, express and problems that the respondent experiences can be detected through frowns, nervous mag tape and other body language, unconsciously exhibited by any person. We will inclination several questions related to our topic. A notable advantage of think out loud protocols over individual interviews as a data collection method with respect to information behavior is that they are at least able to elicit data at the time of the experience in question and the accuracy of the material contributed will therefore not be alter by lapses in memory. Manguel, 2008) To investigate whether a search reading strategy is used in reading examinations, a questionnaire asked 40 international postgraduate students who had done IELTS which strategies they used when reading text and answering questions in the donnish reading task. The questionnaire was composed of a single question, which ask ed participants to choose the steps they followed and to hurtle them in order (as illustrated in Appendix A). These steps were based on the steps recommended for the IELTS reading module (Jakeman & McDowell, 2001), but three steps were added to exposit the scope of the questionnaire.Participants reported that they underlined the key words in the questions (23 participants), scanned the passage to find the key words (23 participants) and read the text around the key word carefully after finding it (30 participants). These results, therefore, suggest that the most common strategy used when reading under time pressure in examinations is harmonious with search reading (as described at the beginning of this section). Furthermore, it seems that two explicit aspects of selective processing are knobbed in search reading perceptual and conceptual processing of text.This distinction is based on Massons (1982, 1985) image of cognitive processes in skimming stories. Applying Massons poss ibleness to English language reading examinations, candidates may look for visual features, i. e. key words, in the text germane(predicate) to the question, which is a perceptual process. Having located the pertinent information, they then more carefully read the phrases containing the key words so that the answer can be found, accurately comprehended and extracted to answer the question, which is a conceptual process. 2.Research Setting and try We did our research in Capital Normal University. In this research, we chose three English majors to be the interviewees. First, the three interviewees watched the interview one by one. They were asked some questions nigh English reading strategies. These might help us researchers know more about the interviewees and their knowledge, opinion and recognition of reading strategies. Then, the three interviewees attended the think-aloud one by one. We researchers chose one piece of IELTS reading passage for the interviewees to finish.During the test, they were asked some questions about the test items and their feelings about reading test age they were doing the test. The whole passage Search begins for Earth beyond solar system (shown in the appendix) 3. Design During the interview, we will ask interviewees to answer some questions about reading strategies, such as their recognition of English reading strategies, the usage of reading strategies, the effect of using reading strategies, etc. During the think-aloud, we will give each of them a piece of IELTS reading passage, and ask them to finish all the exercises after the passage.When they are doing the exercise, we will ask them one or two questions of each test item about English reading strategies. 4. Analyzing Procedures stones throw 1 Select three English majors from the CNU in different levels. Step 2 The three interviewees will be interviewed individually. Several questions about reading strategies will be asked. Their answer will be record in a excel file. S tep 3 The three students will attend the think-aloud interview one by one. During they do the reading test, several intentional questions will be asked. Step 4 Collect their answers and compare with each other. When did you begin Will you use reading Reading strategies can helpWould you like to How about your Do you know what is readingto know reading strategies during reading you improve your English inknow more about reading scores? strategies? strategies? texts? Please lay out thesewhich aspects? reading strategies? by using frequency. Candidate A The first question replace the pilot light words by using the four choices. Question 2 5 rereading the text, and then finding out the key sentences and translating. The first question using easy lay method to leave out C and D, and then using scanning. Question 2 5 using skimming strategy first of all to find out these statements, and then using scanning strategy to get the right answers. From the above table, we can find out exclusive method, skimming and scanning are three reading strategies most frequently used by candidates. Usually, when candidates finish six-fold choice questions, they would like to use exclusive method to ignore one or two interferential choices. And then they can choose possible answer from rest two choices, so they have 50% opportunity to get right answer. Question 2 to question 5 are veritable or false questions. Candidates used skimming to find out where are these sentences in the original text.When they focused on one sentence, they will use scanning to search for certain words to figure out whether the statement is true(p) or false or not given. 4. Discussion The purpose of the study was to investigate the condition of English reading strategies for English majors in IELTS. The findings clearly suggest that most students have learnt and used the strategies in their reading. For the quaternate choice items in the IELTS exam, scanning is the most effectua l strategy. We can find out the relational part of the key words in the item.The students who have learnt the reading strategies outperformed those who didnt know the reading strategies in every aspect as shown by their performance during the think-aloud part. (The first student and third student have learnt English reading strategies before, while the second student did not know reading strategies before. So he used longer time finishing the same yield items but break-danceed in the exam. ) They showed particular strengths in the IELTS reading section, suggesting that the reading strategies they have been taught really help the students to understand and focus on the test of their reading.It also seems to be the case that skimming should become a natural first step to any kind of reading readers do - articles, books, newspapers, and even advertisements or bus schedules( , 1999). In the short answer questions part, skimming is becoming more helpful for examinees. Skimming the text means reading very quickly. fair look at the headings, subheadings and the first lines of each section or paragraph. The examinees need to catch the key points of the test in limited time, so skimming can save up much time than reading the test one word after another.Another reason for the benefits of reading strategies may be that scanning is a search for information which is often some specific information ( , 1997). This supports and adds to the findings of Wang Li (2011), who showed similar results for English reading strategies. In the true/false/not given items, scanning can not be more proper than any other strategies. Scanning a text means looking for a specific piece of information or specific words. Ignore the information that is not relevant to your purpose.Scanning is a serviceable strategy to apply when the questions ask for factual information. This study has taken a step in the direction of justifying the effect of English reading strategies for English majors in th e IELTS. These reading strategies can not only fire students understanding when they do reading exercises, but also improve students reading ability. It may be the case that students who do not familiar with the reading strategies may be easily fail the IELTS compared to those who have already learnt and use reading strategies before.It is also not clear whether skimming and scanning are the most useful reading strategies for IELTS, such as note-taking and summary would acquire to the same extent. The approach outlined in this study should be replicated with other students in other classes, as well as at other levels in order to be able to recommend the effect of English reading strategies for IELTS for English majors. V. Conclusion 5. Major findings 1. English reading strategies in IELTS From the whole research, we find that although there are so many reading strategies in reading text, informants use skimming and scanning most frequently.In IELTS reading test, there are 8 types questions true or false questions, summary, heading, multiple choice, completion, short answer, table and matching, while, scanning and skimming can be used in most kinds of questions. In other words, scanning and skimming are the basic reading strategies in IELTS reading test. 2. The proper way to use various reading strategies in IELTS It is generally believed the first passage is easier than the second and third. Sometimes, however, this doesnt hold true. So, before attempting the passages, informants do an overview to get an idea about the subject matter.Different strategies can be adopted to attempt different passages. These may be skimming and scanning, reading intensively and a hit-and-trial method. In this research, we will just focus on two kinds of reading strategies-skimming and scanning. The formats of the questions in the IELTS are multiple choice, gap-fills, short answer questions, matching and true/false/not given. Skimming the text means reading very quickly. Just l ook at the headings, subheadings and first lines of each section or paragraph. Also notice the key words repeated throughout the text.The main purpose is to understand the gist the general idea of the text. When you need to give a title of the test, skimming can help you. Also, matching part acquire you to skim the test in a short time. Scanning a text means looking for a specific piece of information or specific words. Ignore the information that is not relevant to your purpose. Scanning is a useful strategy to apply when the questions ask for specific factual information. For example, in the multiple choices, gap-fills, true/false/not given items, scanning can not be more helpful than any other strategies. . Implications As it can be seen in the findings and discussion, English majors do know some English reading strategies while they are doing reading tests. In IELTS, the reading strategies for different kinds of reading test items are various. So this research may help English majors understand more about the English reading strategies for different reading test items in IELTS. They may get higher scores in IELTS after knowing and making full use of the various reading strategies. 5. Limitations In all, the research findings are limited by the very nature of the method used.For example, the interviews are finished only in one university and the interviewees are only three. The data may not be accurately. The study of the English reading strategies and the reading test items in IELTS are limited. We just conduct the research on some of the strategies and two kinds of test items. However, due to the physical condition, time limitation, etc, the limitations cannot be overcome. 5. Further studies In the future, we may focus on the study of the rest kinds of English reading strategies and reading test items.It is believed that reading strategies come to help for students or examinees to take exams. The further studies may be helpful for English majors to do re ading tests better in IELTS. VI. References 1. Camboune, B. (2001). Why do some students fail to learn to read? Ockhams razar and the conditions of learning. The Reading Teacher, 54, (8), 784-786 2. Csaba Csikos and Janos Steklacs, Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students, 2010 3. Davis, M. , & Lyons, S. (2001). Improving reading Reading ideas from two teachers. Voices from the Middle 8, (4), 51-57. . Dr Vivek. (2009) Tips for Reading, IELTS Section AIPPG, Retrieved from http//www. aippg. com/ielts/reading-tips-ielts. hypertext mark-up language 5. Dr Vivek. (2009) Tips for the Reading Test, IELTS Section AIPPG, Retrieved from http//www. aippg. com/ielts/strategies%20for%20reading. htm 6. Dreher, M. J. (1992). Searching for information in textbooks. Journal of Reading, 35 (5), 364371. Web of cognition generation Cited 14 7. Enright, M. K. , Grabe, W. , Koda, K. , Mosenthal, P. , Mulcahy-Ernt, P. & Schedl, M. (2000). TOEFL 2000 reading framework A working paper. TOEFL Monograph Series Report No. 17.Princeton, NJ Educational Testing Service. 8. Forrest-Presley and Waller (1984) Metacognition About Reading Is Related to Reading Performance A stimulation About Jacobs and Paris Educational Psychologist Volume 24, Issue 2, 1989 9. Guthrie, J. T. & Kirsch, I. S. (1987). Distinctions between reading comprehension and locating information in text. Journal of Educational Psychology, 79 (3), 220227. CrossRef,Web of Science 10. Hosenfeld, Carol A Preliminary Investigation of the Reading Strategies of booming and No successful Second Language Learners http//eric. ed. gov/ERICWebPortal/search/detailmini. sp? _nfpb=true=EJ162478=no=EJ162478 11. Hurst,C. O. (2000). Guided reading can strengthen comprehension skills. Teaching Pre k-8 31, (2) 70-71 12. Jakeman, V. & McDowell, C. (2001). IELTS traffic pattern tests plus Teaching not just testing. Harlow, Essex Longman. 13. Johnson, P. (2002). Strategies that work Teaching compr ehension to enhance understanding. Instructor, 111 (8), 30-43 14. Keller, J. M. (2010). IELTS Reading Strategies. Tcyonline. Retrieved from http//www. tcyonline. com/betterthink/ielts-reading-test-strategies 15. Macmilland Dictionary ttp//www. macmillandictionary. com/dictionary/british/IELTS 16. Masson, M. E. J. (1982). Cognitive processes in skimming stories. Journal of Experimental Psychology Learning, Memory, and Cognition, 8 (5), 400417. CrossRef,Web of Science 17. Masson, M. E. J. (1985). Rapid reading processes and skills. In G. E. MacKinnon & T. G. Waller (Eds. ), Reading research Advances in theory and practice, Vol. 4. (pp. 183230). New York Academic Press. 18. Symons, S. & Specht, J. A. (1994). Including both time and accuracy in formation text search efficiency. Journal of Reading Behavior, 26 (3), 267276.Web of Science Times Cited 5 19. Tierney, Robert J. Readence, John E. Reading Strategies and Practices A Compendium. Fifth Edition. http//eric. ed. gov/ERICWebPortal/ search/detailmini. jsp? _nfpb=true=ED448405=no=ED448405 20. Urqhuart, S. & Weir, C. (1998). Reading in a second language Process, harvest-home and practice. London Longman. 21. Wikipedia http//en. wikipedia. org/wiki/IELTS 22. . (2011) , ,Retrieved from http//bj. xdf. cn/publish/portal24/tab16996/info647081. htm 23. J. . 010. 10 24. J. ( )2010. 9 25. J. ( ). 2011. 7 26. J. . 2011. 12 Appendix 1. Individual Interview Questions 1. Do you what is reading strategies? 2. When do you begin to learn about reading strategies? 3. , , Do you usually use the reading strategies in doing reading tests? What kind of strategies did you use? Please put them in order according to frequency. 4. Do you think reading strategies do help in your reading test? And how? 5. , Whats your reading score in the vast reading? 2. The whole passage Search begins for Earth beyond solar system Staff and agencies Wednesday December 27, 2006 Guardian Unlimited 1. A European aloofnesscraft took off today to spearhead the search for another Earth among the stars. 2. The Corot space telescope blasted off aboard a Russian Soyuz projectile from the Baikonur cosmodrome in Kazakhstan shortly after 2. 20pm. 3. Corot, short for convection rotation and planetary transits, is the first instrument capable of finding small scratchy planets beyond the solar system.Any such planet situated in the right plain stands a good chance of having fluidity water on its surface, and quite perhaps life, although a leading scientist involved in the project said it was unconvincing to find any little green men. 4. Developed by the French space agency, CNES, and partnered by the European Space Agency (ESA), Austria, Belgium, Germany, brazil-nut tree and Spain, Corot will monitor around 120,000 stars with its 27cm telescope from a polar orbit 514 miles above the Earth. Over two and a half years, it will focus on five to six different areas of the sky, measuring the spark of about 10,000 stars eve ry 512 seconds. . At the present moment we are hoping to find out more about the nature of planets around stars which are potential habitats. We are looking at habitable planets, not inhabited planets. We are not going to find any little green men, Professor Ian Roxburgh, an ESA scientist who has been involved with Corot since its inception, told the BBC Radio 4 Today programme. 6. Prof Roxburgh said it was hoped Corot would find rocky planets that could develop an atmosphere and, if they are the right distance from their parent star, they could have water. 7.To search for planets, the telescope will look for the dimming of starlight caused when an object passes in front of a star, known as a transit. Although it will take more sophisticated space telescopes planned in the following 10 years to confirm the presence of an Earth-like planet with oxygen and liquid water, Corot will let scientists know where to point their lenses. 8. Measurements of minute changes in brightness will en able scientists to detect giant Jupiter-like gas planets as well as small rocky ones. It is the rocky planets that could be no big than about twice the size of the Earth which will cause the most