The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

Meral Ozkan Gurses, Oktay Cem Adiguzel

Abstract


This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi University, during the academic year of 2009-2010 participated in the study. Data for the study was collected through Reading Comprehension Achievement Test, Reading Strategy Scale, and Think-Aloud Technique. Findings indicate that strategies instruction had positive effects on students' reading comprehension in French and their use of reading strategies. After strategy instruction, students employed more frequently several reading strategies and alternated the strategies they used. In conclusion, the Cognitive Academic Language Learning Approach may be implemented as an effective model in teaching reading strategies for French as a foreign language at higher education level.


Full Text: PDF DOI: 10.5539/jel.v2n2p55

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)

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