Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis

Abstract

This study attempted to test the threshold hypothesis in second/foreign language (L2) reading by investigating the relations among first language (L1) reading, L2 knowledge, and L2 reading comprehension in a sample of 2666 (1333 males and 1333 females) Korean EFL high school students. Three different methods of data analysis were utilized after closely looking into the methods of data analysis of the current literature on a language threshold. Statistical analysis revealed that the contribution of L1 reading and L2 knowledge to L2 reading was significant and substantial in the main and interaction effects, accounting for 54 percent of variance of L2 reading comprehension in tandem. However, the correlation of L1 reading to L2 reading showed, in general, a decreasing trend in accordance with the improvement of L2 knowledge, which is in contrast with the notion of a threshold level. This result of a language threshold was discussed in terms of a broad construct of language transfer and the interactive approach to reading in an L2.

Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students

“…Using these measures, Jiang (2011) and Park (2013) found L2 knowledge to be a better predictor of L2 reading than L1 literacy, thus confirming the results of previous research as well as Bernhardt's (2011) model. However, unlike previous studies that found a positive relationship between L2 knowledge and the variance accounted for by L1 literacy, Park (2013) found that the predictive power of L1 literacy decreased as L2 knowledge increased.…”

“…Using this reduced form of the threshold hypothesis of bilingual cognitive competence to a theoretical threshold of L2 proficiency needed to successful transfer of L1 skills to L2 reading, many researchers have attempted to answer Alderson's question (e.g. Bernhardt & Kamil, 1995;Brisbois, 1995;Jiang, 2011;Lee & Schallert, 1997, Park, 2013. The intention of the threshold hypothesis, however, was not to send researchers to look for the minimal level of L2 knowledge necessary to understand L2 texts.…”

“…Measures of L2 grammar and vocabulary are generally included as indicators of L2 knowledge in the research literature (Brisbois, 1995;Park, 2013;Yamashita & Shiotsu, 2015). Although the intention of Cummins's (1979) threshold hypothesis has often been misinterpreted, and some researchers have even discussed it as an alternative to the interdependence hypothesis (Lee & Schallert, 1997;Jiang, 2011), research has confirmed that familiarity with grammar and vocabulary in a L2 greatly enhances understanding of L2 texts; in fact, findings have generally confirmed that at higher levels of L2 knowledge L2 readers are more successful in transferring L1 reading ability (Burt, Peyton, & Adams, 2003;Yamashita, 2002) although the reliance of L1 reading skills might decrease as L2 proficiency increases (Park, 2013;Upton & Lee-Thompson, 2001). …”

“…Regression analysis is often utilized to determine the variance in L2 reading comprehension scores that is attributable to L1 literacy and L2 language knowledge among other predictors (Bernhardt & Kamil, 1995;Brisbois, 1995;Carson, Carrell, Silberstein, Kroll, & Kuehn, 1990;Carrell, 1991;Chuang, Joshi, & Dixon, 2011;Jiang, 2011;Lee & Schallert, 1997;Park, 2013;Pichette, Segalowitz, & Connors, 2003;Yamashita & Shiotsu, 2015). These studies, as Yamashita (2002) pointed out, focused on the product rather than the process of reading comprehension.…”

English language proficiency level of Higher Secondary level students in Nepal

“…Similarly, application of schema theory (Zhao & Zhu, 2012), use of different model of reading like class discussion, and small group discussion (Shen, 2013;Hamra & Syatriana, 2012) teaching English through MI theory (Jing, 2013), adoption of cooperative learning (Pan & Wu, 2013), use of graphic organizer (D & Rajan, 2013), adoption of reading techniques of SQ3R i.e. survey, question, read, recite and review (Attaprechakul, 2013& Mohammadi, Heidari, & Niry, 2012, use of metacognitive reading strategy (Ahmadi, Ismail, & Abdullah, 2013), use of fill in the map version of concept map technique (Soleimani & Nabizadeh, 2012), use of novel as a reading text (Tsai, 2012), use of authentic material (Guo, 2012), focus on language based approaches and strategy based approaches (Park, 2013) are found effective techniques to enhance learners' reading comprehension. In the virtual world of ELT, the use of blogs (Kashani, Mahmud, & Kalajahi, 2013) and application of blended learning (Alzumor et al, 2013) can also be beneficial for the enhancement of learners' reading comprehension.…”