Journal ArticleDOI
Reading in spanish and english: evidence from adult esl students
TLDR
In this article, the authors attempted to determine if pycholinguistics could explain the reading behaviors of adult Spanish speakers reading in Spanish and in English, and if theme readers transferred their skills to English.Abstract:
The research discussed here attempted to determine if (a) pycholing-uistics could explain the reading behaviors of adult Spanish speakers reading in Spanish and in English, and (b) if theme readers transferred their skills to English. The results of two studies are presented. In the first study, twenty-one adult Spanish-speaking ESL students took cloze tests in Spanish and in English. In the second study, the Spanish and English reading performances of a good L1 reader and a poor L1 reader were analyzed according to established oral miscue procedures. The results of these studies confirm the psycholinguistic perspective of reading for Spanish speakers reading in Spanish. However, it appears that language competence exerta a powerful effect on the reader, thereby reducing the good reader's advantage over the poor reader when their performances in English are compared. It is concluded that a language competence ceiling effectively prohibits the complete transfer of L1 reading skills to the second language. It is suggested that limited command of the language produces a “short circuit” effect on good readers, forcing them to revert to “poor reader strategies.” Theoretical, pedagogical and methodological implications are discussed.read more
Citations
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The Comprehension Strategies of Second Language Readers
TL;DR: The authors used think-alouds to examine the comprehension strategies used by college-level students-both native speakers of English and nonnative speakers-enrolled in remedial reading classes as they read material from a college textbook.
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Differences in the metacognitive awareness of reading strategies among native and non-native readers
R. Sheorey,Kouider Mokhtari +1 more
TL;DR: Results of the study revealed that both US and ESL students display awareness of almost all of the strategies included in the survey, and both ESL and US high-reading-ability students show comparable degrees of higher reported usage for cognitive and metacognitive reading strategies.
Journal ArticleDOI
Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension
TL;DR: The authors explored the relationship between depth and breadth of vocabulary knowledge and reading comprehension in English as a second language (ESL) learners using multivariate analyses and found that scores on vocabulary size, depth of knowledge, and comprehension are highly and positively correlated.
Journal ArticleDOI
Continua of Biliteracy
TL;DR: This paper propose a framework for understanding biliteracy in terms of a series of interrelated continua, defined as micro-macro, oral-literate, monolingual-bilingual, reception-production, oral language-written language, first and second language transfer, simultaneous-successive exposure, similar-dissimilar language structures, and convergent-divergent scripts.
Journal ArticleDOI
Strategies for Language Learning and for Language Use: Revising the Theoretical Framework
TL;DR: This article proposed a revised theoretical framework in which strategies are differentiated from skills, processes, and styles, and instead of offering an all-encompassing definition of a strategy, the article proposes a series of features essential to describing a strategy.
References
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Journal ArticleDOI
Analysis of Oral Reading Miscues: Applied Psycholinguistics.
TL;DR: The reader is viewed as a user of language who processes three kinds of information, grapho-phonic, syntactic, and semantic, as he reacts to the graphic display on the page as discussed by the authors.
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Attitudes and attained proficiency in esl: a sociolinguistic study of native speakers of chinese in the united states
TL;DR: This paper investigated the relation between various measures of attitudes toward self, the native language group, the target language group and reasons for learning English as a second language, reasons for traveling to the U.S. and attained proficiency in ESL.
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Toward a realization of psycholinguistic principles in the esl reading class
TL;DR: In this paper, the authors use psycholinguistic research to develop a framework for the teaching of reading to second language learners (L2 learners) in English as a second language.
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Recent Developments in the Use of “Cloze Procedure”:
TL;DR: In this paper, a technique first presented as a way of testing the readability of English prose has been found to have many additional uses and also works in Korean and with spoken materials.