出版社：Australian Institutes for Educational Research
摘要：This study was conducted to identify the kinds and frequencies of comprehensionstrategies mathematics and psychology students employed while reading specialised andnonspecialised English texts. It also investigated whether the two groups differed in theamount and frequency of using the strategies. Ten graduate students (five majoring inmathematics and five in psychology) participated in the study. The kinds of strategiesthey used while reading English texts were elicited through a think-aloud technique, inwhich sessions were recorded and transcribed for analyses that identified fifteencomprehension strategies. Both groups relied mostly on a relation strategy while readingtheir own specialised English text; however, for a nonspecialised and unfamiliar Englishtext, they mostly used linguistic level strategies including dictionary use, analysing words,enunciation, similarity and parts of speech. This study revealed that overall mathsstudents used a greater number of comprehension strategies than psychology students;however, both groups did not differ in the kinds of strategies they used. Keywords,summarising, skipping and general idea were the least frequent strategies used by bothgroups. The results of this study can give English for specific purposes (ESP) teachers abroader perspective on the use of reading comprehension strategies.
