engleski

Explicit teaching of reading strategies: Its effects on reading comprehension and motivation in English for Legal Purposes course

Research has shown that excellent readers posses a greater metacognitive awareness of reading strategies and use a greater variety of strategies than poor readers (Alderson, 2000 ; Block & Pressley, 2008 ; Cohen, 1998) . Also, excellent readers know how to use them appropriately, that is, they posses metacognitive control. The third characteristic of a strategic reader is metalinguistic awareness which Nagy (2007) defines as the ability to reflect on language knowledge and structure and the ability to manipulate that knowledge consciously. L2 reading research has shown that explicit teaching of reading strategies raises students metacognitive and metalinguistic awareness allowing them more control over the reading process (Oxford, 1991 ; Cohen, 1998) which may in turn lead to higher reading motivation which has also been shown as an important characteristic of a strategic reader (Kondo-Brown, 2006 ; Mori, 2002). According to Douglas (2000), strategic competence is essential in English for Specific Purposes because it serves as a link between language and content knowledge on one side and the context of usage on the other. We believe teaching reading strategies will prove beneficial to students who posses neither content nor context knowledge and have poor L2 knowledge.

reading strategies; English for Legal Purposes

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