Self-assessment of word knowledge with graded readers: A preliminary study

Date
2010-10
Authors
Wan-a-rom, Udorn
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
22
Number/Issue
2
Starting Page
323
Ending Page
338
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Abstract
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.
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self-assessment, graded readers, text-based self-assessment, lexical knowledge, extensive reading
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