Task-induced strategic processing in L2 text comprehension

Strategic text processing was investigated for English as a foreign language learners who processed and recalled a text when they read for expression, for image, and for critique. The results indicated that, although the amount of content recall (i.e., products of comprehension) was similar, the relative contributions of second language (L2) proficiency and general comprehension skill differed between task conditions (Experiment 1). Think-alouds produced during reading (i.e., processes of comprehension) indicated that the amount of resource allocation to word analysis, reaction and evaluation, and self-monitoring differed between task conditions (Experiment 2). Thus, task instructions may induce strategic L2 text processing, where L2 proficiency and general comprehension skill intervene in the comprehension processes differently depending on the reading goal

Reading and learning from L2 text: Effects of reading goal, topic familiarity, and language proficiency

This study examined the effect of reading goal, topic-familiarity, and language proficiency on text comprehension and learning. English-as-a-foreign-language (EFL) students with high and low topic-familiarity read and recalled a text. Some were told in advance to expect a recall task in a particular language—the first language (L1) or second language (L2)—and recalled in the same language (the L1-L1 condition and the L2-L2 condition). Others were told of the L1 recall before reading and later recalled in the L2 (the L1-L2 condition). It was found that content recall was enhanced in the L1-L1 condition whereas incidental vocabulary learning benefited from the L2-L2 condition. Language proficiency affected overall content recall while topic-familiarity facilitated processing of specific content information. These findings suggest that reading goal affects resource allocation during text processing, with topic-familiarity and language proficiency intervening additively

Reading in Japanese as a Second Language : A Review of Empirical Research

During the past few decades the Japanese language has grown to be a popular second or foreign language (L2), and research on reading and learning of Japanese as L2 has started to appear in major academic journals and books in the fields of applied linguistics, second language acquisition, second/foreign language education, along with the more commonly researched languages such as English, Spanish and French. In this article. I will first describe theoretical assumptions used in L2 reading research and then present a review of recent empirical studies on reading in Japanese as L2, identifying major topics and issues addressed and analyzing research methodology used, and make some suggestions for future investigation

ダイニ ゲンゴ ト アイデンティティ ゲンゴ ブンカ キョウイクガク ノ カンテン カラ

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L2 reading research has benefited from the application of various theories developed in the field of L1 reading research (Bernhardt, 1991; Coady, 1979; Grabe, 1991), such as the Goodman\u27s psycholinguistic model of reading (1970), the schema theory and the interactive view of reading (Rumelhart, 1977,1980; Schank & Abelson, 1977). While advancement in L1 text comprehension research has been impressive and robust (Gernsbacher, 1994; Graesser, Millis, & Zwaan, 1997; Just & Carpenter, 1987; van Dijk & Kintsch, 1983), the field of L2 reading research has been quite slow in its development. In this article, I will first briefly review the current L1 text comprehension research and identify important issues relevant to L2 reading. Secondly, I will analyze the current state of L2 reading research in connection to the aforementioned issues and make some suggestions for the future L2 reading research and instruction

ゴイ チシキ ト ソノ テクスト リカイ トノ カンケイ チュウゴクゴ カンコクゴ オ ボゴ トスル L2ゲンゴ ガクシュウシャ ト ニホンゴ ボゴ ワシャ ノ ヒカク ケンキュウ

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