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Reading difficulties in English as a foreign language

dc.contributor.advisorNovakov, Predrag
dc.contributor.otherBlagojević, Savka
dc.contributor.otherProšić-Santovac, Danijela
dc.contributor.otherNovakov, Predrag
dc.creatorSavić, Vera
dc.date.accessioned2017-05-31T12:23:16Z
dc.date.available2017-05-31T12:23:16Z
dc.date.available2020-07-03T14:20:58Z
dc.date.issued2016-06-15
dc.identifier.urihttp://nardus.mpn.gov.rs/handle/123456789/8156
dc.identifier.urihttp://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija145691953448568.pdf?controlNumber=(BISIS)100093&fileName=145691953448568.pdf&id=5009&source=NaRDuS&language=srsr
dc.identifier.urihttp://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NaRDuS&language=srsr
dc.identifier.urihttp://www.cris.uns.ac.rs/DownloadFileServlet/IzvestajKomisije14569195492772.pdf?controlNumber=(BISIS)100093&fileName=14569195492772.pdf&id=5010&source=NaRDuS&language=srsr
dc.description.abstractPredmet ove doktorske disertacije bio je da se ispitaju teškoće u čitanju na engleskom kao stranom jeziku kod učenika mlađeg uzrasta u osnovnim školama u Srbiji. Od 2003. godine, kada je engleski jezik uveden kao obavezni predmet od prvog razreda osnovne škole, nije bilo nacionalnih istraživanja u vezi sa ranim razvojem veštine čitanja. Pošto teškoće u čitanju mogu negativno uticati na samopouzdanje učenika, njihovu motivaciju i stavove, kao i na akademska i profesionalna dostignuća, neophodno je efikasno delovanje u cilju sprečavanja teškoća u čitanju. Prvi korak u tom pravcu predstavlja ispitivanje faktora koji mogu imati nepovoljan uticaj na razvoj veštine čitanja. U istraživanju je učestvovalo 502 ispitanika uzrasta od 11 godina, koji su pohađali šest osnovnih škola u pet geografski udaljenih gradova Srbije. Primenjena je kombinovana metoda upotrebom osam instrumenata za prikupljanje kvantitativnih i kvalitativnih podataka. Kvantitativni podaci su dobijeni korišćenjem testa čitanja, upitnika o individualnim faktorima, upitnika o kontekstualnim faktorima, upitnika o strategijama, upitnika o teškoćama u čitanju, i intervjua, dok su kvalitativni podaci dobijeni na osnovu pisanih refleksija učenika i upotrebom intervjua. Rezultati su pokazali da postoji statistički značajna razlika u rezultatima testa čitanja u zavisnosti od individualnih i kontekstualnih faktora, kao i da teškoće u ranom čitanju na engleskom kao stranom jeziku mogu biti posledica negativnog uticaja nekih individualnih i kontekstualnih faktora, kao što su nerazvijene lingvističke i strateške kompetencije učenika, negativan transfer veštine čitanja na maternjem jeziku, neadekvatan pristup razvoju veštine čitanja u nastavi, i nedovoljno čitanje na stranom jeziku van časova. Na osnovu rezultata sastavljena je taksonomija od 25 teškoća u čitanju na engleskom kao stranom jeziku. Ovi rezultati imaju značajne implikacije za dizajniranje programa ranog čitanja i programa prevencije teškoća u čitanju, za nastavu ranog čitanja, kao i za obrazovanje i stručno usavršavanje nastavnika engleskog jezika.sr
dc.description.abstractThe primary focus of the present research study was to investigate reading difficulties of young 6 learners learning English as a foreign language (EFL) in formal school settings in Serbia. Since the introduction of English as a compulsory school subject from primary Grade One in 2003, there have been no research studies in Serbia to verify what can realistically be achieved in early reading skill development. As reading difficulties can negatively affect learners’ self-esteem, motivation, attitude, confidence, and academic and career prospects, the prevention of reading difficulties has emerged as an issue requiring effective action. The first step towards successful teaching of early reading is exploration of factors that may have an adverse effect on learners’ reading skill development. The present research study involved 502 learners, aged 11, drawn from six state primary schools located in five geographically distant regions of the country. A mixed-method approach was applied in the study, and eight instruments were used to collect both quantitative and qualitative data. Quantitative data was obtained with reading research tool, individual factors questionnaire, contextual factors questionnaire, reading strategies questionnaire, reading difficulties questionnaire, teacher questionnaire and prompted think-aloud protocols, while qualitative data was collected with post-reading reflection protocols and prompted think-aloud protocols. The results showed that there was a considerable difference in reading results in relation to both individual and contextual factors, and that reading difficulties in early EFL reading may have been the result of adverse effects of some individual and contextual factors, like poor linguistic and strategic competences of young learners, negative transfer of L1 literacy, inappropriate teaching approach, and insufficient exposure to L2 texts. A taxonomy of reading difficulties was complied, comprising 25 L2 reading difficulties. These results have significant implications for designing EFL reading and prevention programmes, for teaching beginning reading, and for pre-service and in-service EFL teacher education and training.en
dc.languageen
dc.publisherУниверзитет у Новом Саду, Филозофски факултетsr
dc.rightsopenAccessen
dc.sourceУниверзитет у Новом Садуsr
dc.subjectteškoće u čitanju na stranom jezikuen
dc.subjectL2 reading difficultiesen
dc.subjectučenici mlađeguzrastaen
dc.subjectengleski kao strani jeziken
dc.subjectrazumevanjepročitanog tekstaen
dc.subjectstrategije za razumevanjepročitanog tekstaen
dc.subjecttečnost u čitanjuen
dc.subjectindividualnifaktorien
dc.subjectkontekstualni faktori.en
dc.subjectyoung learnersen
dc.subjectEnglish as a foreign languageen
dc.subjectreadingcomprehensionen
dc.subjectcomprehension strategiesen
dc.subjectreading fluencyen
dc.subjectindividual factorsen
dc.subjectcontextualfactors.en
dc.titleReading difficulties in Englishas a foreign language (Teškoće u čitanju na engleskom kao stranom jeziku)en
dc.title.alternativeReading difficulties in English as a foreign languageen
dc.typedoctoralThesissr
dc.rights.licenseBY-NC-ND
dcterms.abstractНоваков, Предраг; Благојевић, Савка; Прошић-Сантовац, Данијела; Новаков, Предраг; Савић, Вера;
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/45342/Disertacija9371.pdf
dc.identifier.fulltexthttp://nardus.mpn.gov.rs/bitstream/id/45343/IzvestajKomisije9371.pdf


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