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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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