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

Date
2011-04
Authors
Guo, Ying
Roehrig, Alysia D.
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
23
Number/Issue
1
Starting Page
42
Ending Page
64
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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.
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English as a second language, metacognition, vocabulary, syntax, reading comprehension
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