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The comperative effect of language used in recall protocol in reading comprehension

Stapa, Mahani and Zainal, Zaidah (2008) The comperative effect of language used in recall protocol in reading comprehension. In: Research In English Language Teaching. Penerbit UTM, Johor, pp. 119-132. ISBN 978-983-52-0689-4

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Official URL: http://www.penerbit.utm.my/bookchapterdoc/FPPSM/bo...

Abstract

This study raises the issue of language of protocol used as an instrument for data collection, particularly in a study ofreading comprehension and strategies. The question raised is whether the language of protocol, either LI or L2, will make a difference in the performance ofreaders when recalling information from a text. Protocol methods, unlike other testing methods, used in reading comprehension studies have intrigued many researchers because they indirectly reveal a reader's cognitive process when reading. Alderson (2000) notes that the study of reading can be divided into two: the process and the product. The product of reading is concerned with what understanding ofthe text a reader has reached. This can be achieved through some form of a comprehension test. The process of reading, on the other hand, is concerned with how the reader reaches the understanding of the text. Alderson (2000: 3-4) notes that 'understanding the process of reading is presumably important to an understanding ofthe nature ofreading, but at the same time it is evidently a difficult thing to do.' The fact that the reading process is a silent and private activity, methods such as think-aloud protocol, recall protocol or miscue analysis are used in many studies of reading.

Item Type:Book Section
Uncontrolled Keywords:language, reading comprehension
Subjects:H Social Sciences > HN Social history and conditions. Social problems. Social reform
L Education > L Education (General)
Divisions:Management and Human Resource Development (Formerly known)
ID Code:27808
Deposited By: Fazli Masari
Deposited On:10 Aug 2012 08:35
Last Modified:10 Aug 2012 08:35

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