Term
2012
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The research question addressed in this study is, what are the factors contributing to the comprehension breakdown in post secondary L2 developmental reading students when they attempt to interpret a written set of directions? This paper reports the findings of a qualitative study that explores how differences in L2 language processing - specifically linguistic, experiential, and socio-cultural - contribute to interpretation difficulties when students endeavor to make meaning of written instructions. In the tradition of qualitative research, this report is embedded in a narrative of these students' experiences, giving us a picture of the struggle with cross-cultural learning challenges in postsecondary academia.
Recommended Citation
Hagen, Mary Beret, "Understanding written directions: an examination of factors contributing to the comprehension breakdown in L2 developmental reading students" (2012). School of Education and Leadership Student Capstone Theses and Dissertations. 477.
https://digitalcommons.hamline.edu/hse_all/477