The study investigated how second language (L2) learners self-assessed word knowledge on a page of text taken from a graded reader. The case study subjects were five Thai high school learners of English. They were asked to assess their word knowledge using a page of continuous text. Data gained through observation, interviews, self-assessment and a translation test showed that such self-assessment of word knowledge resulted in learners using various reading techniques from simple translation to more complicated guessing from context. The results provide some insight into how self-assessment of word knowledge with graded readers is carried out and provides evidence to support the value of self-assessment as an easy procedure to direct learners to an appropriate reading level as suggested by the scholars in the field (Bamford & Day, 2004; Day & Bamford, 1998; Waring, 1997). Suggestions for pedagogical practice are given.
description.provenance:
Made available in DSpace on 2020-05-22T02:11:38Z (GMT). No. of bitstreams: 1
22_2_10125_66840_wan-a-rom.pdf: 208392 bytes, checksum: 5ece9b8c7083e2d68a4ae7e0d792d518 (MD5)
Previous issue date: 2010-10
endingpage:
338
identifier.doi:
10125/66840
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66840
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
Works published here are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.