The effect of constructivist language teaching/learning on studentsʹʹ conceptions of L2 reading

Using a constructivist approach, the present study investigated the development of students’ conceptions of L2 reading as an important skill in the ESP context. The analysis of initial and final descriptions of ‘reading’ indicated that reading was conceptualized in five different ways: (1) reading as a set of binding rules; (2) reading as an integration of various language elements; (3) reading as a sampling technique; (4) reading as a confrontation between reader and writer; and finally (5) reading as an attempt to identify and comment on the content features. The subjects tended to move towards the last three categories in their final essays while in their beginning essays they were heavily dependent on the first two categories. Upon the constructivist treatment, the subjects showed the following categories of change in their descriptions: (1) adding new concepts; (2) redefining the formerly stated concepts; (3) forming a complete framework and picture before initiating to conceptualize (define) reading; (4) arriving at an abstractive level of conceptualization; and finally (5) evolving descriptive into explanatory concepts.