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Japanese Learners’ Reading Strategies and Oral Interlanguages

Received: 17 December 2016     Accepted: 30 December 2016     Published: 19 January 2017
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Abstract

This study described and analyzed the reading strategies and interlanguage of EFL learners. Four Japanese subjects were tasked to read aloud, think aloud, and make comments to two short expository articles. Recorded oral reading activities, informal interviews, observations, and teachers’ progress reports were used as instruments. Results revealed that monitoring strategies predominated among the reading strategies employed. Furthermore, first language phonological transfer evident in the phonological processes such as substitution, deletion, and addition of sounds were observed in the utterances. Consequently, Nihongo as the first language of the subjects affected their ability to accomplish their oral reading tasks with ease. These strategies and evidences of interlanguage reflected EFL learners’ ways in understanding and articulating reading materials in English as a foreign language by using electronic dictionaries and asking the teachers for verification.

Published in International Journal of Education, Culture and Society (Volume 1, Issue 3)
DOI 10.11648/j.ijecs.20160103.15
Page(s) 86-94
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

English as a Foreign Language (EFL), Interlanguage, L1 and L2 Learners, Phonological Processes, Reading, Strategies

References
[1] McKeown, R. & Gentilucci, J. (2007). Think aloud strategy: Metacognitive development and monitoring comprehension in the middle school second language classrooms, Journal of Adolescent & Adult Literacy 1, 136-147.
[2] Janssen, T., Braaksma, M., & Rijlaarsdam, G. (2006). Literary reading activities of good and weak students: A think aloud study. European Journal of Psychology of Education, 21, 35-52.
[3] Gaerlan, M. J. (2005). Metacognition in ESL reading: strategies used by selected DLSU freshmen in comprehending a narrative and an expository text. Unpublished master’s thesis. De La Salle University-Manila.
[4] Berne, J. (2004) Think aloud protocols and adult learners, Adult Basic Education, 14, 153-173.
[5] Upton, T. A. & Lee-Thompson, L. (2001). The role of the first language in second language reading. Studies in Second Language Acquisition, 23, 469-495.
[6] Delfin, C. (2014). Developing oral fluency in the Mother tongue through Pag-asoy. Paper presented during the PALT International Conference on December 5-7, 2013 at the University of San Jose Recoletos.
[7] Magno, J. (2011). The oral interlanguages in the L2 (English and Filipino) of education communication arts majors. Unpublished master’s thesis. University of San Carlos-Cebu City.
[8] Davies, S. J. (2010). An analysis of some Japanese students’ English interlanguage. Comparative Culture, 15, 63-68.
[9] Aoyama, K. (2003). Perception of syllable-initial and syllable-final nasals in English by Korean and Japanese speakers. Second Language Research, 19, 251-265. Retrieved April 9, 2014 from http://webpages.acs.ttu.edu/kaoyama/aoyama13.pdf.
[10] Keys, J. K. (2002). Interlanguage phonology: Theoretical questions and empirical data. Linguagem & Ensino, 5, 75-91.
[11] Selinker, L. (1972). Interlanguage. IRAL, 10, 31–51.
[12] Zhong-yuan, R., & Shu-yuan, Y. (2011). Reading aloud and the construction of interlanguage. US-China Foreign Language, 9, 432-436.
[13] Delfin, C. A. J. (2012). Cebuano and English oral reading performance of grade one pupils: Implications to MTB-MLE materials preparation and development. Presented during the Annual Research Forum of the University of San Carlos in 2012.
[14] Williamson, G. (2014). Phonological Processes. Retrieved http://www.sltinfo.com/phonological-processes/.
[15] Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language in the mainstream classroom. Portsmouth, NH, Heinemann.
[16] Lee, C. (2010). An exploratory study of the interlanguage pragmatic comprehension of young learners of English, Pragmatics, 20, 343-373.
[17] Braten, I. & Stromso, H. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts, Reading writing: An Interdisciplinary Journal, 16, 195-218.
[18] Koyabashi, Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students' attitudes towards English learning. Gender and Education, 14, 181-197.
[19] Carruthers, S. W. (2006). Pronunciation difficulties of Japanese speakers of English: Predictions based on a contrastive analysis. Retrieved April 15, 2-14 from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200680TWPfall-6/-5Carruthers_Phono.pdf.
[20] Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. UK: Routledge.
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  • APA Style

    Joseleanor M. Magno, Rowanne Marie R. Maxilom. (2017). Japanese Learners’ Reading Strategies and Oral Interlanguages. International Journal of Education, Culture and Society, 1(3), 86-94. https://doi.org/10.11648/j.ijecs.20160103.15

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    ACS Style

    Joseleanor M. Magno; Rowanne Marie R. Maxilom. Japanese Learners’ Reading Strategies and Oral Interlanguages. Int. J. Educ. Cult. Soc. 2017, 1(3), 86-94. doi: 10.11648/j.ijecs.20160103.15

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    AMA Style

    Joseleanor M. Magno, Rowanne Marie R. Maxilom. Japanese Learners’ Reading Strategies and Oral Interlanguages. Int J Educ Cult Soc. 2017;1(3):86-94. doi: 10.11648/j.ijecs.20160103.15

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  • @article{10.11648/j.ijecs.20160103.15,
      author = {Joseleanor M. Magno and Rowanne Marie R. Maxilom},
      title = {Japanese Learners’ Reading Strategies and Oral Interlanguages},
      journal = {International Journal of Education, Culture and Society},
      volume = {1},
      number = {3},
      pages = {86-94},
      doi = {10.11648/j.ijecs.20160103.15},
      url = {https://doi.org/10.11648/j.ijecs.20160103.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20160103.15},
      abstract = {This study described and analyzed the reading strategies and interlanguage of EFL learners. Four Japanese subjects were tasked to read aloud, think aloud, and make comments to two short expository articles. Recorded oral reading activities, informal interviews, observations, and teachers’ progress reports were used as instruments. Results revealed that monitoring strategies predominated among the reading strategies employed. Furthermore, first language phonological transfer evident in the phonological processes such as substitution, deletion, and addition of sounds were observed in the utterances. Consequently, Nihongo as the first language of the subjects affected their ability to accomplish their oral reading tasks with ease. These strategies and evidences of interlanguage reflected EFL learners’ ways in understanding and articulating reading materials in English as a foreign language by using electronic dictionaries and asking the teachers for verification.},
     year = {2017}
    }
    

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    AB  - This study described and analyzed the reading strategies and interlanguage of EFL learners. Four Japanese subjects were tasked to read aloud, think aloud, and make comments to two short expository articles. Recorded oral reading activities, informal interviews, observations, and teachers’ progress reports were used as instruments. Results revealed that monitoring strategies predominated among the reading strategies employed. Furthermore, first language phonological transfer evident in the phonological processes such as substitution, deletion, and addition of sounds were observed in the utterances. Consequently, Nihongo as the first language of the subjects affected their ability to accomplish their oral reading tasks with ease. These strategies and evidences of interlanguage reflected EFL learners’ ways in understanding and articulating reading materials in English as a foreign language by using electronic dictionaries and asking the teachers for verification.
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Author Information
  • Department of Communications, Linguistics and Literature University of San Carlos, Cebu, Philippines

  • Department of Communications, Linguistics and Literature University of San Carlos, Cebu, Philippines

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