Identifying academic reading strategies in a multilingual context

dc.contributor.advisor	Kerfoot, Caroline
dc.contributor.advisor	Van Herreweghe, Mieke
dc.contributor.author	Cabinda, Manuel João José
dc.date.accessioned	2014-11-17T13:12:39Z
dc.date.available	2014-11-17T13:12:39Z
dc.date.issued	2014
dc.identifier.uri	http://hdl.handle.net/11394/3866
dc.description	Philosophiae Doctor - PhD	en_US
dc.description.abstract	In 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 Mozambique	en_US
dc.language.iso	en	en_US
dc.publisher	University of the Western Cape	en_US
dc.subject	Reading strategies	en_US
dc.subject	English as a foreign language	en_US
dc.subject	English for academic purposes	en_US
dc.subject	Adult learners	en_US
dc.subject	Multilingualism	en_US
dc.subject	Tertiary education	en_US
dc.subject	Cognition	en_US
dc.subject	Metacognition	en_US
dc.subject	Think aloud methodology	en_US
dc.title	Identifying academic reading strategies in a multilingual context	en_US
dc.type	Thesis	en_US
dc.rights.holder	University of the Western Cape	en_US