Identifying academic reading strategies in a multilingual context

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dc.contributor.advisorKerfoot, Caroline
dc.contributor.advisorVan Herreweghe, Mieke
dc.contributor.authorCabinda, Manuel João José
dc.date.accessioned2014-11-17T13:12:39Z
dc.date.accessioned2024-05-28T08:03:38Z
dc.date.available2014-11-17T13:12:39Z
dc.date.available2024-05-28T08:03:38Z
dc.date.issued2014
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractIn this thesis I explore the complexity of FL (Foreign Language) reading through qualitatively and quantitatively analysing the forms, ways, and mechanisms applied by adult readers at tertiary university education level to construct meaning in an ESP/EAP (English for Specific and Academic Purposes) multilingual educational context at the Eduardo Mondlane University (UEM), in Mozambiqueen_US
dc.identifier.urihttps://hdl.handle.net/10566/15371
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectReading strategiesen_US
dc.subjectEnglish as a foreign languageen_US
dc.subjectEnglish for academic purposesen_US
dc.subjectAdult learnersen_US
dc.subjectMultilingualismen_US
dc.subjectTertiary educationen_US
dc.subjectCognitionen_US
dc.subjectMetacognitionen_US
dc.subjectThink aloud methodologyen_US
dc.titleIdentifying academic reading strategies in a multilingual contexten_US
dc.typeThesisen_US

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Philosophiae Doctor - PhD (Education)