Strategy use in L2 Chinese reading: The effect of L1 background and L2 proficiency

Instructors’ Knowledge, Attitude and Practice of Differentiated Instruction: the Case of College of Education and Behavioral Sciences, Bahir Dar University

“…The above findings are also in agreement with Graesser [21] who indicated that both L 1 reading strategy transfer and the students' L 2 proficiency could contribute to their L 2 reading. The findings were also in conformity with the above findings discussed so far (Alderson, 1984;Bernhardt, & Kamala, 1995;Ke, & Chan, 2017). Comparatively, their reading ability in students' L 1 was better most probably because of their linguistic mastery as it is their L 1 for almost all the students studied.…”

“…On the other hand, LTH (initially termed short-circuit hypothesis), favors the assumption that students' reading L 2 proficiency is the key aspect for their L 2 reading ability. The assumption here is that as proficiency level grows, reading comprehension ability level catches up (Chu-Chang, 1981;Ke, & Chan, 2017). Different studies also indicated inconsistencies inclining linguistic knowledge as powerful predictor.…”

“…The LTH proposes, on the other hand, that a threshold level of L 2 reading ability is necessary before L 1 reading ability transfers to L 2 . Connection between LIH and LTH was backed up by a research finding that shows both L 2 specific and non-L 2 specific variables seem to be intervened in L 2 reading process (Graesser, 2007;Ke & Chan, 2017;Roberts, 1994;Sanford, 2015;Yamashita, 2002). This implies that L 2 learners need to acquire some basic linguistic knowledge or proficiency before they are able to read in L 2 As indicated by Cummins (1979), language specific skills are not easily transferred from L 1 to L 2 , but one can see moderate to high correlations between literacy-related language skills.…”

“…It is believed that students who are reading various types of reading texts will gain a wider exposure to their L 2 . As a result, they will expand their vocabulary, grammar usage, and the organizations of texts, which can enhance their L 1 and L 2 reading abilities (Chu-Chang, 1981;Friesen & Jared, 2007;Ke, & Chan, 2017;Kong, 2006;Perkins, & Brutten, 1988). It was indicated that students' vocabulary and grammar knowledge significantly correlate to reading ability although may not be taken for granted to have significant results on accurate and effective reading ability.…”

“…It was indicated that students' vocabulary and grammar knowledge significantly correlate to reading ability although may not be taken for granted to have significant results on accurate and effective reading ability. Others, for example, (Carrell, 1991;Friesen & Jared, 2007;Ke, & Chan, 2017) also argued that a combination of word recognition and comprehension abilities can be related to the positive sides of reading abilities. Experts assume a person who has the ability to read for basic comprehension in the L 1 reading ability will also have the ability to find information in a text of L 2 (Roberts, 1994;Yamashita, 2002).…”