ACADEMIC READING STRATEGIES USED BY CHINESE EFL LEARNERS: FIVE CASE STUDIES by LI CHENG B.A. Beijing Normal University, 1990 M.A. Beijing Normal University, 1993 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Department of Language and Literacy Education) We accept this thesis as confirming to Jhe required ^tandard THE UNIVERSITY OF BRITISH COLUMBIA April 2003 © Li Cheng, 2003 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. The University of British Columbia Vancouver, Canada Date A]>r%*£} DE-6 (2/88) ABSTRACT The number of people learning English as a second or foreign language has increased dramatically over the last two decades. Many of these second language learners are university students who must attain very sophisticated academic skills. To a great extent, their academic success hinges on their ability to read a second language. This multiple- case study investigated first language (LI) and second language (L2) reading strategies in academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of second language reading. Five Chinese students in a graduate program in Teaching English as a Foreign Language (TEFL) volunteered to participate in the study. A combination of data collection techniques was employed including think-alouds, interviews, learning logs, classroom observations, course materials, and the participants' reading samples. The results showed that there were similarities and differences between LI and L2 reading strategies. Although evidence was found supporting the view of cognitive universals and socio-cultural constraints, individual differences at the cognitive level and similarities across cultures were also identified. The findings of this study indicate that the comparison between LI and L2 academic reading should take into consideration the similarities and differences at both cognitive and cultural levels. Implications are discussed in relation to the construction of an L2 transfer model as well as the delivery of L2 reading instruction. TABLE OF CONTENTS ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES .' vii ACKNOWLEDGEMENTS viii CHAPTER 1 - INTRODUCTION 1 1.0 Introduction : 1 1.1 The Problem 1 1.2 Purpose of the Present Study 2 1.3 Significance of the Present Study 3 1.4 Definition of Terms 3 1.5 Overview of the Dissertation 8 CHAPTER 2 - REVIEW OF THE LITERATURE: READING PROCESS AND READING STRATEGIES ; 9 2.0 Overview 9 2.1 Theoretical Framework 9 2.2 Research on L2 Reading Strategies 10 2.2.1 Metacognition in L2 Reading 10 2.2.2 Orthographic Influence on L2 Reading 12 2.2.3 Social/Cultural Factors 15 2.2.4 Competent vs. Less Competent Reading .' 17 2.2.5 Reading Strategies Transfer 21 2.3 Taxonomy of Reading Strategies .30 2.4 Summary 32 CHAPTER 3 - METHODS AND PROCEDURES 34 3.0 Overview 34 3.1 Data Collection Approaches Employed in L2 Reading Research 35 3.2 Thinking Aloud and Other Verbal Reports in Reading Research 38 3.3 Using Think-Aloud Method to Investigate Reading Comprehension 40 3.3.1 Historical Background 40 3.3.2 Theoretical Underpinnings of Thinking Aloud 41 3.4 Research Site 46 3.5 Participants 47 3.6 Data Collection Procedures 48 3.6.1 Reading Comprehension Tests 51 3.6.2 Think-Aloud Sessions 52 3.6.3 Reading Strategy Questionnaire and Group Interview 56 3.7 Data Analysis Techniques 57 3.8ySummary 57 iv CHAPTER 4 - ANALYSIS AND IDENTIFICATION OF READING STRATEGIES: FIVE CASES 58 4.0 Overview 58 4.1 Individual Cases 58 4.1.1 Profile l:Xin 60 4.1.1.1 Language Learning Background 60 4.1.1.2 Reading Style and Strategy Use 66 4.1.1.3 Summary of Xin 69 4.1.2 Profile 2: lian '. 70 4.1.2.1 Language Learning Background 70 4.1.2.2 Reading Style and Strategy Use 75 4.1.2.3 Summary of Jian 91 4.1.3 Profile 3: Guo 91 4.1.3.1 Language Learning Background 91 4.1.3.2 Reading Style and Strategy Use 95 4.1.3.3 Summary of Guo 102 4.1.4 Profile 4: Rong 103 4.1.4.1 Language Learning Background 103 4.1.4.2 Reading Style and Strategy Use 107 4.1.4.3 Summary of Rong 111 4.1.5 Profile 5: Shun 112 4.1.5.1 Language Learning Background 112 4.1.5.2 Reading Style and Strategy Use 116 4.1.5.3 Summary of Shun 125 4.2 Summary 126 CHAPTER 5 - SOCIO-COGNITIVE DISCUSSION TOWARDS A MORE UNIFIED VIEW OF ACADEMIC READING STRATEGIES 128 5.0 Overview 128 5.1 Academic Reading Strategies: Cross-Case Analysis and Summary 128 5.1.1 Similarities between LI and L2 Reading 134 5.1.2 Differences between LI and L2 Reading 136 5.1.3 Most Frequently Used Reading Strategies 137 5.1.4 Social and Affective Reading Strategies 138 5.1.4.1 Working Cooperatively and Competing 139 5.1.4.2 Being Interested/Motivated 141 5.1.5 Interaction of Multiple Factors 145 5.2 Summary , 149 CHAPTER 6 - FINAL REMARKS AND CONCLUSIONS 151 6.0 Overview 151 6.1 Findings of the Study 151 6.2 Instructional Implications 153 6.3 Implications for Future Research 156 BIBLIOGRAPHY 159 V APPENDIX A - INFORMED CONSENT 186 APPENDIX B - GUIDELINES FOR LEARNING LOGS 188 APPENDIX C - CLOZE TESTS 189 APPENDIX D - READING COMPREHENSION TESTS 191 APPENDIX E - READING STRATEGIES QUESTIONNAIRE 204 APPENDIX F - TRANSCRIPTION CONVENTIONS 207 APPENDIX G - ACADEMIC ARTICLES USED FOR THINK-ALOUD TASKS 208 VI LIST OF TABLES Table 2.1 Taxonomy of Reading Strategies 31 Table 3.1 Summary of Data Collection Procedures 49 Table 3.2 Reading Comprehension Tests Results 52 Table 3.3 Summary of the Selected Articles for Thinking Aloud 54 Table 4.1 Time Each Participant Spent on Each Think-Aloud Task (in Minutes) 59 Table 4.2 English Reading Strategies Reported by Xin in Her Learning Logs 64 Table 4.3 Chinese Reading Strategies Reported by Xin in Her Learning Logs 65 Table 4.4 English Reading Strategies Reported by Jian in Her Learning Logs ,...72 Table 4.5 Chinese Reading Strategies Reported by Jian in Her Learning Logs 73 Table 4.6 English Reading Strategies Reported by Guo in Her Learning Logs 93 Table 4.7 Chinese Reading Strategies Reported by Guo in Her Learning Logs 94 Table 4.8 English Reading Strategies Reported by Rong in Her Learning Logs 105 Table 4.9 Chinese Reading Strategies Reported by Rong in Her Learning Logs 105 Table 4.10 English Reading Strategies Reported by Shun in Her Learning Logs 114 Table 4.11 Chinese Reading Strategies Reported by Shun in Her Learning Logs 114 Table 4.12 Academic Reading Strategies Used by Participants 126 Table 5.1 Reading Strategies Used by Participants in the Six Think-Aloud Tasks 130 Table 5.2 Reading Strategies Reported by Participants in Their Learning Logs 132 Vll LIST OF FIGURES Figure 4.1 Reading Strategies in Xin's Think-Aloud Protocols 68 Figure 4.2 Reading Strategies in Jian's Think-Aloud Protocols 76 Figure 4.3 Reading Strategies in Guo's Think-Aloud Protocols 96 Figure 4.4 Reading Strategies in Rong's Think-Aloud Protocols 108 Figure 4.5 Reading Strategies in Shun's Think-Aloud Protocols 117 Figure 5.1 Influence of Educational Factors on the Reading of Chinese and English.... 145 ACKNOWLEDGEMENTS Throughout my graduate studies at the University of British Columbia, I have received inspiration, advice and encouragement from many people. First, I would like to express my deepest gratitude to my committee members, Dr. Lee Gunderson, my supervisor, for his most appropriate and invaluable guidance and suggestions since the beginning of the program; Dr. Patricia Duff, for her insightful comments and support in the warmest and most gracious manner; Dr. Monique Bournot-Trites, for her many encouraging suggestions; And Dr. Gloria Tang, who was a committee member until her sabbatical leave, for her generous help. Without their continued guidance and support, this dissertation would never be completed. Sincere thanks also go to Dr. Jim Anderson, Dr. Linda Siegel and Dr. Rebecca Oxford for their valuable input. I am greatly indebted to the professors, staff and my fellow students in the Department of Language and Literacy Education, as well as my friends and colleagues both in China and in Canada, for sharing my interest and providing me help from various aspects. In particular, the students who participated in this study have earned my deepest respect and appreciation for sharing their thoughts and experiences with me. Last, but not least, I am very grateful to my parents, my parents-in-law, my husband, and my son for their love, support and patience. To all these people, I would like to offer my heartfelt thanks. 1 CHAPTER 1 - INTRODUCTION 1.0 Introduction There are approximately 60 million students studying English as a foreign language (EFL) in China (TEFL-China, 2003). In the year 2001, two million university students were taking English courses for four to eight academic terms (Wu, 2001).The number of students enrolled in English classes increases dramatically each year.