Transfers and Variations of L1 Reading Strategies on L2 Reading
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A major concern of this paper investigates if there are automatic transfer and variations of L1 reading strategies from L1 reading to L2 reading according to the Linguistic Interdependence Hypothesis(LIH), or if the implementation of reading strategies is necessary to enhance reading skills after the critical linguistic threshold as in the Linguistic Threshold Hypothesis(LTH). This paper focuses on strategy patterns to determine if intentional implementation of reading strategies can be helpful for L2 reading comprehension. Also, EFL reading process has also been examined in terms of meta-cognitive awareness of reading strategies by using "think-aloud" techniques in groups of Korean university students. The results of this research show that there is a very high awareness of some strategies both in the experimental groups and the control group. The strategies they used were categorized into three types. First is Intentional and Carefully Planned Strategies (ICPS) in which reading strategies are non-automatically transferred if there are no specific instructions. Those strategies were mainly used by experimental groups. The second was Strategies Working Directly with Texts (SWDT). These strategies were not only those transferred from L1 reading strategies but also their variations that were mixed with L2 reading instruction or developed in their own way. The third was Strategies for a Basic Support Mechanism (SBSM). Those strategies were found in both groups but found more in the control groups. These findings confirm that the instruction of reading strategy is fundamentally related to the patterns of strategy use and carefully implemented reading strategies develop the students' reading strategy use awareness.
Abstract
A major concern of this paper investigates if there are automatic transfer and variations of L1 reading strategies from L1 reading to L2 reading according to the Linguistic Interdependence Hypothesis(LIH), or if the implementation of reading strategies is necessary to enhance reading skills after the critical linguistic threshold as in the Linguistic Threshold Hypothesis(LTH). This paper focuses on strategy patterns to determine if intentional implementation of reading strategies can be helpful for L2 reading comprehension. Also, EFL reading process has also been examined in terms of meta-cognitive awareness of reading strategies by using "think-aloud" techniques in groups of Korean university students. The results of this research show that there is a very high awareness of some strategies both in the experimental groups and the control group. The strategies they used were categorized into three types. First is Intentional and Carefully Planned Strategies (ICPS) in which reading strategies are non-automatically transferred if there are no specific instructions. Those strategies were mainly used by experimental groups. The second was Strategies Working Directly with Texts (SWDT). These strategies were not only those transferred from L1 reading strategies but also their variations that were mixed with L2 reading instruction or developed in their own way. The third was Strategies for a Basic Support Mechanism (SBSM). Those strategies were found in both groups but found more in the control groups. These findings confirm that the instruction of reading strategy is fundamentally related to the patterns of strategy use and carefully implemented reading strategies develop the students' reading strategy use awareness.
참고문헌 (44)
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