Please use this identifier to cite or link to this item:

The interplay of processing task, text type, and proficiency in L2 reading

File Size Format  
24 1 10125 66671 yoshida.pdf 448.05 kB Adobe PDF View/Open

Item Summary

Title:The interplay of processing task, text type, and proficiency in L2 reading
Authors:Yoshida, Mami
Keywords:L2 reading
embedded questions
text types
recall analysis
Date Issued:Apr 2012
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining, answering embedded questions, and reading only. All three groups produced written recalls immediately after reading as well as one week later. The results indicated no significant differences related to task types. However, a main effect for text type effect was shown only on the immediate recall of main ideas: More main ideas were recalled for the narrative text than for the expository text. Text type effects became more prominent in the delayed recalls. The content analysis of prototypical recalls suggested qualitative differences between task types and possible interactions between task types and text types.
Appears in Collections: Volume 24, No. 1

Please email if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.