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Abstract
How second language readers understand a text is influenced greatly by their personal and linguistic backgrounds. Teachers cannot assume that their second language students will interpret texts as native speakers would. This article outlines one model for understanding the second language reading process and then, using think-aloud protocols and retrospective interviews, uses errors in comprehension to illustrate how the reading comprehension process works. Pedagogical implications and suggestions for teaching students to develop and practice better comprehension strategies using think-alouds are discussed.
Additional information
Notes on contributors
Thomas A. Upton
Thomas A. Upton, Ph.D., is Assistant Professor and Director of ESL in the Department of English at Indiana University-Purdue University Indianapolis, Cavanaugh Hall 502L, Indianapolis, IN 46202-5140, E-mail [email protected]. When this study was conducted, he was Director of ESL Programs at University of Wisconsin-Eau Claire.
