Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66659

Roles of general versus second language (L2) knowledge in L2 reading comprehension

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Item Summary

Title:Roles of general versus second language (L2) knowledge in L2 reading comprehension
Authors:Guo, Ying
Roehrig, Alysia D.
Keywords:English as a second language
metacognition
vocabulary
syntax
reading comprehension
Date Issued:Apr 2011
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the English reading process) and a Second Language (L2) Specific Knowledge factor (comprising vocabulary knowledge and syntactic awareness) offered the best fit to the data; 87% of the variance in reading comprehension was explained by the two factors together. L2 Specific Knowledge was a stronger predictor of reading comprehension than metacognitive awareness. A multigroup analysis was conducted using structural equation modeling to compare poor-reader and good-reader groups. The correlation between the L2 Specific Knowledge and metacognitive awareness and their relations to reading comprehension was the same across groups.
URI:http://hdl.handle.net/10125/66659
ISSN:1539-0578
DOI:10125/66659
Volume:23
Issue/Number:1
Appears in Collections: Volume 23, No. 1


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