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Language and its Effects

Proceedings from the 31st International Conference of the Croatian Applied Linguistics Society

Edited By Marija Brala Vukanović and Anita Memišević

The effects of language are numerous. Some are known and have been described, other effects are intuitive and are still waiting to be understood, explained and predicted, while – possibly – there might be more effects that we are still unaware of. The book brings together 16 contributions organized into two main sections: The first one relates to the issue of the effects of language in the FL classroom. The second one can, broadly speaking, be subsumed under the heading of sociolinguistics, given that it brings together a number of papers exploring the effects of language on society and/or on the individual. The answers to the questions have been provided by linguists – theoreticians and practitioners - from multiple perspectives. Thus, the conclusions and invitations for further research put forth in the papers collected in this book, should be of use to anyone with an interest in the effects of language, from cognitive scientists to FL teachers.

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Reading diary as a tool for EFL reading from the self-monitoring perspective (Alenka Mikulec / Renata Šamo)

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Alenka Mikulec & Renata Šamo

Faculty of Teacher Education, University of Zagreb alenka.mikulec@ufzg.hr renata.samo@ufzg.hr

Reading diary as a tool for EFL reading from the self-monitoring perspective

Abstract: Even worldwide, reading dairy as one of the less formal assessment methods is still not much applied in SLA. Since its use enables insight into the multilayered process of vocabulary recognition, syntactic parsing, construction of meaning and text structure in a reader’s consciousness, and his/her critical approach to text, reading diary simultaneously becomes a tool required for the gradual and systematic development of strategic reading behaviour, especially at the level of metacognition. The paper is based on a study aimed at discovering what diaries can reveal about an individual’s metacognitive reading behaviour, as well as indicating the main (dis)advantages of their use. The participants (22 female students) were asked to read an expository text in English during a predetermined period and to keep their diaries. After collecting the diaries, they were individually interviewed to clarify their entries if needed. The mixed-method approach was used for analysing the obtained data, and the results finally indicated a fairly significant use of metacognitive strategies along with the benefits of reading diaries in gaining insights into the strategic dimension of the reading process, so their more frequent use is suggested not only in reading research but also in teaching practice.

Keywords: reading behaviour, metacognitive strategies, self-monitoring, (dis)advantages of diary studies

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