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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: The Effect of Linguality on Metacognitive Awareness of Reading Strategies
Author: Alireza Karbalaei
Email: click here to access email
Institution: University of Mysore
Linguistic Field: Applied Linguistics
Subject Language: English
Abstract: This study investigated whether significant differences exist between dominant and/L/balanced bilingual readers in their metacognitive awareness and perceived use of specific/L/strategies when reading for academic purposes in English by using an ex-post facto design. Ninety three undergraduate college students in India (56 dominant vs. 37 balanced) completed an instrument designed to measure their metacognitive awareness of reading strategies after they read some reading comprehension passages. The results indicated that there is no significant difference between dominant and balanced bilingual students in employing metacognitive reading strategies and their sub-categories. Furthermore, no significant difference was reported in the scores of students with high and low proficiency in their aforementioned strategies. Finally, the interaction between linguality and proficiency was found to be non-significant in using metacognitive reading strategies and their sub-categories indicating that pattern of these strategies scores are similar for both high and low-proficient students without considering the bilinguality background.
Type: Individual Paper
Status: Completed
Venue: Australia
Publication Info: Book Chapter in Language and Literacy Education in a Challenging World, edited by Thao Lê, Quynh Lê, Megan Short


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