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

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dc.contributor.authorGuo, Ying
dc.contributor.authorRoehrig, Alysia D.
dc.date.accessioned2020-05-22T02:12:36Z
dc.date.available2020-05-22T02:12:36Z
dc.date.issued2011-04
dc.description.abstractWe 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.
dc.identifier.doi10125/66659
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66659
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectEnglish as a second language
dc.subjectmetacognition
dc.subjectvocabulary
dc.subjectsyntax
dc.subjectreading comprehension
dc.titleRoles of general versus second language (L2) knowledge in L2 reading comprehension
dc.typeArticle
dc.type.dcmiText
local.rfl.topicMethods and Materials
prism.endingpage64
prism.number1
prism.startingpage42
prism.volume23

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