الممارسات اللّغويّة
Volume 4, Numéro 2, Pages 13-28
2013-06-01
How To Teach Reading Strategies To L2 Readers At University Level
Authors : Dalila Brakni .
Abstract
This paper is about a study related to the teaching of learning strategies to L2 readers at university level. It draws on the Vygotskian sociocultural theory of mental development. It focuses on developmental analysis; the individual mental functioning; and the mediated nature of human nature. If these ideas are applied to an ESL or EFL context our understanding of knowledge and learning are of utmost importance. This study aims to show the relationship between reading strategies, reading proficiency, metacognitive awareness and L2 readers. It shows the importance of collaborative activity from a sociocultural approach in an ESL/EFL context. It also examines the importance of the students’representations which are broadly socio-cultural. Reading strategies are particularly important for L2 readers as they seek to master both language and content simultaneously. When students develop their metacognition, the awareness of the learning processes and strategies that lead to success, they are more likely to proceed with a learning task monitor their own performance on an ongoing basis, find solutions to problems and evaluate themselves upon task completion.
Keywords
Reading Strategies L2 Readers at University Level Vygotsky’s Sociocultural Theory
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