Reading is an important skill which does not only provide the ability to gain new information but also acquires new language skills. Grabe identifies effective approaches for reading and determines that good readers need “rapid and automatic word recognition skills”, “a large recognition of vocabulary”, “sound knowledge of syntactic structure and discourse organization”, and “metacognitive awareness of reading purposes and text comprehension” . Successful readers are those who use learning strategies effectively. Academic reading requires the development of strategic reading. Readers have to be aware of their goals in reading and be able to administer strategies effectively. These strategies are to be chosen carefully, depending on their purpose in reading. Only then will the reader be able to check his/ her understanding of the text and solve comprehension problems successfully.
Out of the various aspects of teaching reading to second language (L2) learners in a classroom setting, the present essay will focus on metacognitive reading strategies. First, the question will be answered what is meant by the term ‘metacognitive reading strategies’. A definition will be presented. Then, the essay provides a theoretic framework of metacognitive reading strategies before reading, while reading and after reading. Finally, there will be two examples of how metacognitive reading strategies can be taught in a classroom setting.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Metacognitive Reading Strategies
- Pre-reading
- While-reading
- Post-reading
- Metacognitive Reading Strategies Put to Practise
- Lesson Plan I
- Lesson Plan II
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay delves into the realm of metacognitive reading strategies, particularly in the context of second language (L2) learners. It aims to define these strategies, provide a theoretical framework for their implementation, and offer practical examples of how they can be taught in classroom settings.
- The importance of metacognitive awareness for effective reading comprehension
- The distinction between reading skills and reading strategies
- The role of pre-reading, while-reading, and post-reading strategies in metacognitive control
- The application of metacognitive strategies in enhancing L2 reading comprehension
- The effectiveness of metacognitive strategy training in classroom settings
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter establishes the significance of reading as a fundamental skill for acquiring new information and language proficiency. It highlights the key components of successful reading, emphasizing the role of metacognitive awareness in strategic reading.
- Metacognitive Reading Strategies: This chapter explores the concept of metacognitive reading strategies, emphasizing their importance in conscious reasoning and problem-solving during reading. It introduces the distinction between cognitive and metacognitive strategies and discusses the benefits of metacognitive strategy training for L2 learners.
- Pre-reading: This chapter examines pre-reading strategies, specifically previewing and prediction, as methods for activating relevant schemata and background knowledge before engaging with a text. It discusses the benefits of semantic mapping and the experience-text-relationship method as pre-reading activities.
Schlüsselwörter (Keywords)
The main keywords and focus topics of this text include: metacognitive reading strategies, second language (L2) learners, reading comprehension, pre-reading strategies, while-reading strategies, post-reading strategies, strategic reading, schema activation, classroom applications, semantic mapping, experience-text-relationship method.
- Quote paper
- Anonymous,, 2009, Teaching Metacognitive Reading Strategies to Second Language Learners in a Classroom Setting, Munich, GRIN Verlag, https://www.grin.com/document/146785
