Intertextual connections in reading English academic texts among Malaysian postgraduates /
Intertextual connections, in brief, refers to the links and transpositions of multiple texts that assist meaning-making, particularly in reading. Though many studies have been conducted prior to the concept, there has been as yet no systematic examination of how intertextual reading operates, especi...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Kuala Lumpur :
Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2015
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | Intertextual connections, in brief, refers to the links and transpositions of multiple texts that assist meaning-making, particularly in reading. Though many studies have been conducted prior to the concept, there has been as yet no systematic examination of how intertextual reading operates, especially in academic reading. This study thus investigates the employment of intertextual connections by postgraduate readers in undertaking reading of English academic texts. Three TESL Master's students participated in the study. Data collected through think-aloud procedures, interviews in retrospection, and semi-structured interviews were transcribed and analyzed accordingly using ATLAS.ti 7.0, a qualitative software analysis. The results show that all three participants actively adopted the intertextual reading strategies of associating, integrating and evaluating, indicating that they were, to a great extent, critical and analytical in their academic reading, the compulsory criteria for reading at the tertiary level. It was also discovered that their diverse perceptions and personal encounters did have impact on the different strategies adopted. The results also reveal that readers with more teaching experience exhibited more dynamic arguments and counter-arguments, whereas the reader with less experience in teaching was found to have limited responses to the texts. Indisputably, the findings suggest that the supervisors and instructors need to place greater importance on the application of intertextuality in facilitating students' academic endeavours and enhancing the quality of education in general. |
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| Physical Description: | xii, 189 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leave 112-119). |