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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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)|
|Deposited By:||Fazli Masari|
|Deposited On:||10 Aug 2012 08:35|
|Last Modified:||05 Feb 2017 01:48|
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