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Motivating high school Latina/o English learners to engage in reading: An exploratory study.

機(jī)譯：激勵(lì)高中拉丁語/ o英語學(xué)習(xí)者參與閱讀：一項(xiàng)探索性研究。

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摘要

This qualitative dominant mixed-methods study explored reading motivation among high school English learners whose first language was Spanish. Latina/o English learners (N = 87) from four southeastern, suburban high schools took part. The study utilized survey data to test for significant differences across demographic sectors and to group participants into More Motivated and Less Motivated subgroups for interview selection. Among other findings, participants who had been in the U.S. 2 years or less were found to value reading significantly more than students who had been in the country longer. Analysis of reading habits showed strong bilingual preferences for reading and viewing media but a general absence of reading engagement overall and in familial contexts specifically. Comparisons of higher means and significantly higher means across all demographic sectors revealed that older students (ages 17--19), students in the upper secondary grades (grades 11--12), females, and students with advanced English skills (levels 5--6) were more motivated to read. Responses from 12 interviewees demonstrated that more-motivated interviewees reported being enthusiastic readers with reading interests spanning multiple genres and subject areas. Conversely, less-motivated readers faced numerous obstacles toward becoming proficient readers, and students in both subgroups identified similar obstacles to reading acquisition, specifically reading texts saturated with academic language. Overall, a series of complex factors were shown to either promote or inhibit reading motivation. Implications and practical recommendations for educators are discussed along with limitations and future research considerations.
機(jī)譯：這項(xiàng)定性的主要混合方法研究探討了母語為西班牙語的高中英語學(xué)習(xí)者的閱讀動(dòng)機(jī)。來自東南部郊區(qū)的四所中學(xué)的拉丁裔/英語學(xué)習(xí)者（N = 87）參加了該活動(dòng)。這項(xiàng)研究利用調(diào)查數(shù)據(jù)來檢驗(yàn)人口統(tǒng)計(jì)部門之間的顯著差異，并將參與者分為動(dòng)機(jī)較高和動(dòng)機(jī)較低的子組，以進(jìn)行訪談選擇。在其他發(fā)現(xiàn)中，發(fā)現(xiàn)在美國2年以下的參與者比在美國較長(zhǎng)時(shí)間的學(xué)生更重視閱讀。對(duì)閱讀習(xí)慣的分析表明，人們對(duì)閱讀和觀看媒體有強(qiáng)烈的雙語偏愛，但總體上，尤其是在家庭中，普遍缺乏閱讀參與度。在所有人口統(tǒng)計(jì)領(lǐng)域中，較高平均數(shù)和明顯較高平均數(shù)的比較顯示，年齡較大的學(xué)生（17--19歲），中學(xué)高年級(jí)的學(xué)生（11--12年級(jí)），女性和英語水平較高的學(xué)生（5級(jí)） -6）更有閱讀動(dòng)機(jī)。來自12位受訪者的回答表明，積極進(jìn)取的受訪者表示他們是熱情的讀者，他們的閱讀興趣涵蓋多種類型和主題領(lǐng)域。相反，動(dòng)力不足的讀者在成為熟練的讀者方面面臨許多障礙，兩個(gè)小組的學(xué)生也發(fā)現(xiàn)了閱讀習(xí)得方面的類似障礙，特別是閱讀了飽含學(xué)術(shù)語言的文本。總體而言，顯示出一系列復(fù)雜因素會(huì)促進(jìn)或抑制閱讀動(dòng)機(jī)。討論了對(duì)教育工作者的影響和實(shí)用建議，以及局限性和未來的研究考慮。

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  • 作者

    Griffin, Robert Andrew.;

  • 作者單位

    University of West Georgia.;

  • 授予單位 University of West Georgia.;
  • 學(xué)科 Secondary education.;Hispanic American studies.;Reading instruction.;English as a second language.
  • 學(xué)位 Ed.D.
  • 年度 2016
  • 頁碼 294 p.
  • 總頁數(shù) 294
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 自然地理學(xué);
  • 關(guān)鍵詞

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