Archives and Documentation Center
Digital Archives

The relative contributions to foreign language reading comprehension of the selected individual-difference variables

Show simple item record

dc.contributor Graduate Program in English Language Teaching.
dc.contributor.advisor Akyel, Ayşe.
dc.contributor.author Aslan, Neslihan.
dc.date.accessioned 2023-03-16T12:08:41Z
dc.date.available 2023-03-16T12:08:41Z
dc.date.issued 2006.
dc.identifier.other FLED 2006 A75
dc.identifier.uri http://digitalarchive.boun.edu.tr/handle/123456789/16544
dc.description.abstract This thesis has two main goals. First, the relative contribution to foreign language reading comprehension of the following individual-difference variables is explored: the reader̕s prior knowledge on the text content, topic interest, linguistic proficiency in English, gender, motivation to read in English, and metacognitive awareness in English. Second, the relationship between the contribution to foreign language reading comprehension of these individual-difference variables and text difficulty is investigated. 66 students studying English for academic purposes at the Boğaziçi University School of Foreign Languages took part inthe study. Data for the study were collected through topic interest and prior knowledge tests prepared for each text (one intermediate, one advanced-level text), a reading motivation questionnaire, and a metacognitive awareness questionnaire. The participants̕ level of reading comprehension was assessed through recall protocol. Data were analyzed through hierarchical multiple regression procedures. Results indicated that the following individual-difference variables, in order of significance, accounted for 54% of thevariability in the English reading comprehension of the participants: linguistic proficiency in English, motivation to read in English, prior knowledge of the text content. Besides, it was found that the relative contribution to foreign language reading comprehension of individual-difference variables (i.e.: prior knowledge, topic interest, gender, motivation to read, and metacognitive awareness) was influenced by the difficulty level of the text.
dc.format.extent 30cm.
dc.publisher Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006.
dc.relation Includes appendices.
dc.relation Includes appendices.
dc.subject.lcsh Language and languages -- Study and teaching.
dc.subject.lcsh Second language acquisition.
dc.subject.lcsh Reading comprehension.
dc.title The relative contributions to foreign language reading comprehension of the selected individual-difference variables
dc.format.pages xv, 162 leaves;


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search Digital Archive


Browse

My Account