Reading History in English: Discourse Analysis and the Experience of Native and Non-Native Readers. Working Papers on Bilingualism, No. 16.

Cohen, Andrew D.; Fine, Jonathan

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Record Details - ED165476

Title: Reading History in English: Discourse Analysis and the Experience of Native and Non-Native Readers. Working Papers on Bilingualism, No. 16.

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Title:	Reading History in English: Discourse Analysis and the Experience of Native and Non-Native Readers. Working Papers on Bilingualism, No. 16.
Authors:	Cohen, Andrew D.; Fine, Jonathan
Descriptors:	Cognitive Processes; Comprehension; Content Area Reading; Discourse Analysis; English for Special Purposes; English (Second Language); Intellectual Development; Language Acquisition; Language of Instruction; Language Research; Native Speakers; Postsecondary Education; Readability; Reading Comprehension; Reading Development; Reading Skills; Second Language Learning; Student Motivation; Vocabulary
Source:	N/A
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Publisher:	Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6
Publication Date:	1978-10-00
Pages:	20
Pub Types:	Reports - Research
Abstract:	This paper is the fourth in a series of studies focusing on the problems that Israeli students encounter in reading technical texts in English. This study deals with non-native students' understanding of what they read and on how their understanding compares with that of natives. Also being tested is a method for investigating students' understanding of texts. The theory of cohesion developed by Halliday and Hasan provided the researchers with a useful tool for analyzing the target text and for generating a series of questions. These questions were asked of a small number of native and non-native readers of English. It was found that cohesive factors distinguished non-native from native readers but it was not established which of these factors was most important in the reading process. It is suggested that collecting introspective information from non-native informants about how they answer comprehension questions could be helpful in understanding second-language reading. (Author/NCR)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Postsecondary Education

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