THESIS SUBMITTED TO THE INSTITUTE OF FOREIGN LANGUAGES IN CANDIDACY FORTHE DEGREE OF MAGISTER IN APPLIED LINGUISTICS AND TEFL

Abstract

It is often agreed that a reading ability is a prerequisite to an effective language learning. Therefore, attenipting to détermine one factor contributing to a reading efficiency in English, may be essential for helping learners achieve progress in reading. The présent research points at the possibility of introducing a metacognitive training in the reading process. It examines the corrélation between reading stratégies use and achievement in reading compréhension. The project is based on a cognitive perspective, where reading development is conditioned by the necessity of raising learners' awareness about the interactive nature of reading, which is predicted to be a significant factor leading to an effective reading. The introductory chapter introduces the learning situation of the case under study and analyses the variables characterizing it. From the analysis of learners' profile and needs, a description of the research tools for data collection is included. Chapter two describes the main aspects of the reading process and présents several reading strategy training studies. In chapter three, the researcher proceeds to a direct reading strategy instruction to the learners and describes its results. Finally, from the pedagogical implications, a reading programme is suggested. To conclude, this investigation points at a new way of dealing with reading compréhension instruction in higher éducation. The primary goal of this instruction centres on the learner, as well as his cognitive abilities to reach an effective learning.