Interpreting the Linkage among Reading Problems in L1 and L2, Strategy Use in L2 Reading, and L2 Proficiency
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The paper examines the relationships among reading problems in L1 and L2, strategy use in L2reading and L2 proficiency. The total of 126 university students participated in this study. Self-assessed survey items were used to measure reading proficiency in L1, Korean and L2,English. Then the Survey of Reading Strategy (SORS) was followed to measure the participants’strategy use during their L2 academic reading. Some of the main reading problems involve slowreading in L2 texts, lack of vocabulary size during reading in L2, and lack of content knowledgein L2 texts. Language proficiency is greatly contributed to L2 reading proficiency, to the extentin which the participants fell below the linguistic threshold. Pedagogical implications andlimitations are discussed.
Abstract
The paper examines the relationships among reading problems in L1 and L2, strategy use in L2reading and L2 proficiency. The total of 126 university students participated in this study. Self-assessed survey items were used to measure reading proficiency in L1, Korean and L2,English. Then the Survey of Reading Strategy (SORS) was followed to measure the participants’strategy use during their L2 academic reading. Some of the main reading problems involve slowreading in L2 texts, lack of vocabulary size during reading in L2, and lack of content knowledgein L2 texts. Language proficiency is greatly contributed to L2 reading proficiency, to the extentin which the participants fell below the linguistic threshold. Pedagogical implications andlimitations are discussed.
참고문헌 (28)
- Anderson, N. J., "Individual differences in strategy use in L2 reading and testing", The Modern Language Journal, 75, pp.460~472 (1991)
- Alderson, J. C., "Reading in a Foreign Language", pp.1~24 (1984), Longman
- Auerbach, E. R., "‘‘It’s not the English thing”: bringing reading research into the ESL classroom", TESOL Quarterly, 37, pp.237~261 (1999)
- Carr, T. H., "Reading and its development: Component skills approaches" (1990), Academic Press
- Carrell, P. L., "Metacognitive strategy training for ESL reading", TESOL Quarterly, 23, pp.647~678 (1989)
- Cohen, A., "Strategies in learning and using a second language" (1998), Longman
- Cummins, J., "Language processing in bilingual children", pp.70~89 (1991), Cambridge University Press
- Davis, J. N., "How do L1 and L2 reading differ? Evidence from think aloud protocols", The Modern Language Journal, 77(4), pp.459~472 (1993)
- "Listening and reading scores descriptors and European CEFR levels" (2008)[URL]
- Grabe, W., "Current developments in second language reading research", TESOL Quarterly, 25, pp.375~406 (1991)
- Hellekjær, G. O., "Academic English reading proficiency at the university level : A Norwegian case study", Reading in a Foreign Language, 21(2), pp.198~222 (2009)
- Kern, R. L., "Second language reading strategy instruction : Its effects on comprehension and word inference ability", The Modern Language Journal, 73, pp.135~149 (1989)
- Koda, K., "Development of L2 intraword orthographic sensitivity and decoding skills", The Modern Language Journal, 83(1), pp.51~64 (1999)
- Koda, K., "Insights into Second Language Reading: A Cross-linguistic Approach" (2005), Cambridge University Press
- Koda, K., "Reading and language learning: Crosslinguistic constraints on second language reading development", Language Learning, 57(1), pp.1~44 (2007)
- Lee, J. -W., "The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance. A test of the threshold hypothesis in an EFL context", TESOL Quarterly, 31, pp.713~731 (1997)
- Lee, Y. J., "Korean university students’ use of metacognitive strategies for online reading comprehension", US-China Foreign Language, 10(4), pp.1085~1097 (2012)
- Malcolm, D., "Reading strategy awareness of Arabic-speaking medical students studying in English", System, 37(4), pp.640~651 (2009)
- Mokhtari, K., "Measuring ESL students’ awareness of reading strategies", Journal of Developmental Education, 25, pp.2~9 (2002)
- Mokhtari, K., "Assessing students’ metacognitive awareness of reading strategies", Journal of Educational Psychology, 94, pp.249~259 (2002)
- Nassaji, H., "Schema theory and knowledge-based processes in second language reading comprehension : A need for alternative perspectives", Language Learning, 52(2), pp.439~481 (2002)
- Schoonen, R., "Metacognitive and language-specific knowledge in native and foreign language reading comprehension : An empirical study among Dutch students in grades 6, 8 and 10", Language Learning, 48(1), pp.71~106 (1998)
- Taillefer, G., "Strategies for professional reading in L1 and L2", Journal of Research in Reading, 21(2), pp.96~108 (1998)
- Taki, S., "Online reading strategy use and gender differences : The case of Iranian EFL learners", Mediterranean Journal of Social Sciences, 3(2), pp.173~184 (2012)
- Tsai, Y. R., "L1 and L2 strategy use in reading comprehension of Chinese EFL readers", Reading Psychology, 31(1), pp.1~29 (2010)
- Vann, R. J., "Strategies of unsuccessful language learners", TESOL Quarterly, 24(2), pp.177~198 (1990)
- Yamashita, J., "Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension", Journal of Research in Reading, 25(1), pp.81~95 (2002)
- Zwaan, R. A., "The influence of language proficiency and comprehension skill on situation model construction", Discourse Processes, 21(3), pp.289~327 (1996)