Does the EFL Reader Need Reading Strategies More Than Language? Some Experimental Evidence.

DOCUMENT RESUME FL 013 619 Laufer, Batia; Sim, D. D. Does the EFL Reader Need Reading Strategies More Than Language? Some Experimental Evidence. Nov 82 28p. ; Paper presented at the Annual Meeting of the American Council on the Teaching of Foreign Languages (New York, NY, November 25-27, 1982). Speeches/Conference Papers (150) -Reports Research/Technical (143) MF01/PCO2 Plus Postage. Course Content; *English (Second Language); Hebrew; Higher Education; *Language Processing; Language Skills; *Reading Comprehension; *Second Language Instruction; Skill Development; Transfer of Training A study was designed to investigate a problem-of university level second language (L2) reading comprehension courses, namely, whether to treat reading as a problem of language or of reading strategies. The subjects were six undergraduates who had completed a standard English as a Foreign Language (EFL) reading comprehension course, and a control group of six teachers, non-native speakers of English, working in fields unrelated to language teaching. Three passages from a text on anthropology were used to test the following reading strategies: skimming for key words and phrases, finding the implication, distinguishing between main and peripheral points, recognizing the author's intent, and contextual guessing. Students were interviewed individually after they had studied the passages without the aid of dictionaries. Students who had difficultiet with a passage were given a native language Hebrew translation of the passage. Data indicate that the ability to use reading strategies in Hebrew did not transfer to English. Generally, the control group subjects were able to apply reading strategies in L2. This indicates that good reading ability is primarily a function of language competence. Data also suggest that without sufficient lexical knowledge students make inferences drawn from their own common sense, opinions, or biases. (AMB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** co 1 Does the EFL Reader need Reading Strategies more than Langua9e ? Some Experimental Evidence Batia Laufer & D.D. Sim Underlying the problems which can confront the EFL teacher at University level in Advanced Reading Comprehansion courses there is a basic dilemma. The dilemma is whether, at that language learning level, to treat reading more as a problem of language than of reading strategies, or vice-versa. If it is believed that EFL reading is more a problem of language, then improvement io L.2. reading would require improvement in language proficiency. Therefore valuable learning time should be devoted more . to direct :Language work rather than to teaching strategies for reading. If however, E.F. L. reading is more a problem of strategies and many of these'are similar in L1 and L2, then presumably L2 reading could be improved by teaching strategies either in the Ll, or in the Direct L 2 work would appear to be secondary in importance. -2' U.S. DEPARTMENT OF EDUCATEDN NATIONAL INSTITUTE OF EOUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI This document, has been reproduced as received from the person or organization originating it. Minor changes have been made to irn-prove reproduction quality, Points of view or opinions stated in this document do not necessarily represent official NIE position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY. cth Lcaer TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). "