Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study
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Abstract
This paper investigated the oral reading process of an EFL learner through the use of miscue analysis. It was aimed to explore miscue features, the influence of text type on miscues and the contributory factors to miscue production. Sources of data included questionnaire responses, oral reading of texts, stimulated recalls and written summaries. The results showed that the participant, in the process of meaning construction, utilized grapho-phonic, syntactic and semantic cues as well as cognitive strategies such as sampling, predicting and correcting. It was found that miscues with syntactic acceptability and high grapho-phonic similarity were more frequently produced than those with semantic acceptability. In addition, it was revealed that more miscues per hundred words were produced in the expository essay than in the narrative story. The results also indicated that linguistic and cognitive factors were two major contributors to miscue production. This paper concluded that the dynamic miscue-reflected EFL reading process is able to reveal learners' strengths and weaknesses in text processing. Pedagogical implications for EFL reading instruction were finally discussed.
本文从误读分析的角度研究了一位英语学习者的诵读过程，旨在探讨误读特征、文本类型对误读的影响以及引发误读产生的因素。研究数据包括问卷反馈、文本诵读、刺激回忆和书面摘要。结果表明，研究对象在意义创建过程中使用了音形、句法和语义等语言线索以及抽样、预测和修正等认知策略。具有句法可接受性的误读和音形相似度较高的误读出现频率高于具有语义可接受性的误读。此外，说明文的误读频率高于记叙文，表明文本类型对误读产生的影响作用。研究还发现语言和认知因素是引发误读产生的主要因素。本文认为，误读观照下的动态阅读过程能有效揭示学习者在文本加工中的优势与不足，对英语阅读教学具有启示意义。
© 2011 Foreign Language Teaching and Research Press Co. Ltd., Walter de Gruyter GmbH & Co. KG, Berlin/Boston and Cultural and Education Section British Embassy
Articles in the same Issue
- Message from the Guest Editor
- Different Models of English as an International Language and Their Implications for Teaching Non-English Majors
- A Study of How Repeated Reading Affects English Recitation Fluency in College Students
- Using WebQuests to Facilitate Task-based English Reading Instruction for Graduate Students
- Communicative Language Teaching in a Chinese University Context: Beliefs and Practice
- Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study
- Teachers' Stated Beliefs About Focus on Form and Their Classroom Practice: A Comparison
- An Application of Consciousness-Raising Activities When Teaching Vocabulary to English Majors
- Language Transfer and the Acquisition of English Light Verb + Noun Collocations by Chinese Learners
- Chinese Abstracts
Articles in the same Issue
- Message from the Guest Editor
- Different Models of English as an International Language and Their Implications for Teaching Non-English Majors
- A Study of How Repeated Reading Affects English Recitation Fluency in College Students
- Using WebQuests to Facilitate Task-based English Reading Instruction for Graduate Students
- Communicative Language Teaching in a Chinese University Context: Beliefs and Practice
- Investigating the Miscue-reflected EFL Oral Reading Process: A Case Study
- Teachers' Stated Beliefs About Focus on Form and Their Classroom Practice: A Comparison
- An Application of Consciousness-Raising Activities When Teaching Vocabulary to English Majors
- Language Transfer and the Acquisition of English Light Verb + Noun Collocations by Chinese Learners
- Chinese Abstracts
