An Examination of Reading Strategies in Arabic (L1) and English (L2) Used by Saudi Female Public High School Adolescents
The British University in Dubai (BUiD)
Reading is the most critical aspect of knowledge, it is believed that it affects other language skills such as writing, speaking, and listening. However, the process of reading on its own is very complex because it is usually associated with strategy instruction. This study observes how female Saudi high school adolescents from different linguistic backgrounds use reading strategies in Arabic and English. The study has used the think aloud protocol to allow students to verbalize their thoughts on to how they interpret four different reading texts, two in English and two in Arabic. The element of intertextuality is considered as a text testing criteria. The researcher tries to answer the following questions: 1) what are the symmetries and asymmetries of using reading strategies in L1 and L2? 2) what is the role of genre, register, and students’ linguistic background in reading comprehension? and 3) what are the Arabic and English subject teachers’ perceptions about the new implemented curriculum and methods of reading strategy instruction? The research has bred interesting and varying results when looking at students individually; however, holistically more research should be done in this area in order to provide a clearer understanding of how strategies are used in both languages.
reading strategies, language skills, high school adolescents