Please use this identifier to cite or link to this item:
Reading and learning from L2 text: Effects of reading goal, topic familiarity, and language proficiency
|Title:||Reading and learning from L2 text: Effects of reading goal, topic familiarity, and language proficiency|
incidental vocabulary learning
|Date Issued:||Apr 2015|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Center for Language & Technology
|Abstract:||This study examined the effect of reading goal, topic-familiarity, and language proficiency on text comprehension and learning. English-as-a-foreign-language (EFL) students with high and low topic-familiarity read and recalled a text. Some were told in advance to expect a recall task in a particular language—the first language (L1) or second language (L2)—and recalled in the same language (the L1-L1 condition and the L2-L2 condition). Others were told of the L1 recall before reading and later recalled in the L2 (the L1-L2 condition). It was found that content recall was enhanced in the L1-L1 condition whereas incidental vocabulary learning benefited from the L2-L2 condition. Language proficiency affected overall content recall while topic-familiarity facilitated processing of specific content information. These findings suggest that reading goal affects resource allocation during text processing, with topic-familiarity and language proficiency intervening additively.|
|Appears in Collections:||
Volume 27, No. 1|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.