L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers

Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C.

doi:10.1080/02702710802412081

Cited by 48 publications

(41 citation statements)

References 39 publications

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“…In relation to similar studies conducted with adults, no consensus was indicated among the researchers regarding the comparison of frequency of L1 and L2 reading strategies use. Thus, it has been found that the frequency of reading strategies use was higher in L2 than in L1 (Kong 2006;Alsheikh & Mokhtari 2011); however in some other studies the opposite results were revealed (Tsai, Ernst & Talley 2010;Maarof & Yaacob 2011) or no significant difference between L1 and L2/FL reading strategies was indicated (Anderson 1991).…”

Section: The Current Studymentioning

confidence: 87%

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

Aivazoglou¹,

Griva

2014

IJALEL

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The present study was designed and conducted with the purpose to assess primary school students' awareness in GL1 (Greek as first language) and EFL (English as a foreign language) strategy use and investigate the relations between the reported reading strategies use in first (L1) and foreign language (FL). The sample (455 students attending the fifth and sixth grades of primary schools in Northern Greece) was first categorized into skilled and less skilled L1 and EFL readers through screening reading comprehension tests, one in L1 and one in FL, before filling in the reading strategy questionnaires. The findings revealed participants' preference for "problem solving" strategies, while "global strategies" coming next. Girls were proved to be more aware of their reading strategies use with the boys reporting a more frequent use in both languages. Also, skilled readers were found to use reading strategies more effectively, and appeared to be more flexible in transferring strategies from L1 to FL compared to less-skilled readers.

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Section: The Current Studymentioning

confidence: 87%

Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

Aivazoglou¹,

Griva

2014

IJALEL

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“…According to Alderson (1984) most of the reading difficulties in a foreign language may be related to two main components: the linguistic component (problems with language proficiency) and the cognitive one (difficulties regarding general reading skills, irrespective of the language which is being read in). Much research work studying the transfer of reading skills from L1 to L2/LE has found that language proficiency may be an obstacle for the transfer of certain reading skills (Tsai, Ernst and Talley, 2010). Accordingly, we expected that advanced students would show similar performances in CM when reading in EFL than in L1.…”

Section: Introductionmentioning

confidence: 99%

Postgraduates' Science Comprehension Monitoring in Efl

López¹,

Agustina²,

López³

2015

Bordon

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INTRODUCTION. Nowadays, accessing the European labour market opportunities implies having a high command of English. For this reason, most Spanish universities offer their Bachelor Degrees/Undergraduate Degrees in English. Learning at university, especially in distance learning, strongly depends on the student's own comprehension monitoring when reading instructional materials, usually expository texts. The present work compares comprehension monitoring (CM) in Spanish and in English of Spanish university students with a high level of English proficiency. A replication study is developed to increase the validity of the interesting results obtained on English-Spanish differences in CM at micro and macro-structural levels. METHOD. Two related empirical studies were carried out: the second one aimed at replicating the first one in a different academic context. In Study 1, thirty-three post-graduate students of a Master's Degree in Teaching Training for Compulsory Secondary Education (ESO), Upper Secondary Education (Bachillerato), Vocational Training and Language Teaching (Specialising in English Language) participated. They read three texts in English and three in Spanish in order to judge their comprehensibility. Following the error detection paradigm micro and macro-structural inconsistencies were embedded in the texts. RESULTS. Results showed that students' CM was better in Spanish than in English as expected but, in addition, an intriguing interaction effect CM-level X Language was found: in English, students' Micro-structural CM was more effective than their Macro-structural CM, whereas when reading in Spanish, the differences vanished. Study 2 was conducted with twenty-six students of a Master's Degree in Applied Linguistics. Results replicated the interaction effect found in Study1. DISCUSSION. Although students had an advanced English level, differences between the two languages, especially at macro-structural level, still remained. This suggests that English teaching has to be improved, at least in order to guarantee suitable comprehension of long texts. Results also suggest possible processing L1-FL differences. Although some hypotheses are offered to explain these differences, these should be further contrasted in future experiments.

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“…Gudschinsky [11], Ramírez [12] and Tsai,,et.al [13] along with many other scholars hold that L1 literacy and L2 reading skills promote L2 literacy. In spite of this census among the majority of the educators on the positive impact of the L1 literacy learning on proficient mastery of L2 literacy, there is no general agreement on the timing of this instruction.…”

Section: Theoretical Frameworkmentioning

confidence: 99%