The Role of L1 in Reading Different Levels of L2 texts
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The present study aims at investigating how Korean learners of English use their L1 while reading two different levels of English texts. Through think-aloud protocols and retrospective interviews of three students with different English proficiency, quantitative and qualitative L1 use during L2 reading was examined. The results showed that text difficulty rather than L2 proficiency influences L1 use during L2 reading in general. The quantitative data showed that a high proficient student used less L1 than the other students in the easy text, but unexpectedly she used more L1 in the difficult text, which contradicts Kern (1994)’s hypothesis. On the other, based on the qualitative data, even a high proficient student adopted local processes more often in the difficult text than the easy text. The result implies that text difficulty plays an important role in reading L2 text. In addition, it is assumed that local process practices should precede high level processes, and L1 use for local process practice should not be neglected in L2 classroom but could be taught as one of the strategies that help learners to comprehend L2 texts regardless of students’ proficiency.
Abstract
The present study aims at investigating how Korean learners of English use their L1 while reading two different levels of English texts. Through think-aloud protocols and retrospective interviews of three students with different English proficiency, quantitative and qualitative L1 use during L2 reading was examined. The results showed that text difficulty rather than L2 proficiency influences L1 use during L2 reading in general. The quantitative data showed that a high proficient student used less L1 than the other students in the easy text, but unexpectedly she used more L1 in the difficult text, which contradicts Kern (1994)’s hypothesis. On the other, based on the qualitative data, even a high proficient student adopted local processes more often in the difficult text than the easy text. The result implies that text difficulty plays an important role in reading L2 text. In addition, it is assumed that local process practices should precede high level processes, and L1 use for local process practice should not be neglected in L2 classroom but could be taught as one of the strategies that help learners to comprehend L2 texts regardless of students’ proficiency.
참고문헌 (18)
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