Innocence and experience: Two approaches to teaching reading to L2 learners

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Innocence and experience: Two approaches to teaching reading to L2 learners

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Publication Bachelor thesis
Title Innocence and experience: Two approaches to teaching reading to L2 learners
Author Abu Zarour, Lina ; Diop, Dieynaba
Date 2017
English abstract
Today Swedish society is surrounded by the English language, more so the importance to know how to read English is therefore essential. Students in consequence need the support from teachers to find suitable strategies to master their reading. This degree project’s aim is to find out if teachers use different methods to teach reading, and if so, why. This paper will present the reader with the theories and literature on the definition of reading strategies. Initially, various researchers will be present the two most commonly used strategies, the cognitive and the metacognitive. Although different researcher claim different This study is based on interviews with two teachers in elementary school, grade 4-6. The results and conclusion of this study is that the combination of different methods and the teachers’ adaption to each class and individual is what provides the students with the confidence to learn. Not only does this make it easier for the students to reach the requirements set for them, but this also gives them a willingness to learn. Furthermore, the study provides information on if the teachers working experience does have an impact on the methods they using when teaching L2 learners reading strategies.
Publisher Malmö högskola/Kultur och samhälle
Pages 45
Language eng (iso)
Subject Reading strategies
metacognitive reading strategy
cognitive reading strategy
partially Experienced teacher
experienced teacher
newly examined teacher
material
methods
learning strategies
Second language learners
Reading
Handle http://hdl.handle.net/2043/22527 Permalink to this page
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