The effects of L1 and L2 group discussions on L2 reading comprehension
dc.contributor.author | Turnbull, Blake | |
dc.contributor.author | Evans, Moyra Sweetnam | |
dc.date.accessioned | 2020-05-22T02:25:55Z | |
dc.date.available | 2020-05-22T02:25:55Z | |
dc.date.issued | 2017-04 | |
dc.description.abstract | The aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners’ reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom. | |
dc.identifier.doi | 10125/66731 | |
dc.identifier.issn | 1539-0578 | |
dc.identifier.uri | http://hdl.handle.net/10125/66731 | |
dc.publisher | University of Hawaii National Foreign Language Resource Center | |
dc.publisher | Center for Language & Technology | |
dc.subject | reading comprehension | |
dc.subject | code switching | |
dc.subject | group discussion | |
dc.subject | first language | |
dc.subject | second language | |
dc.subject | bilingual reading | |
dc.title | The effects of L1 and L2 group discussions on L2 reading comprehension | |
dc.type | Article | |
dc.type.dcmi | Text | |
local.rfl.topic | The Reading Process | |
prism.endingpage | 154 | |
prism.number | 1 | |
prism.startingpage | 133 | |
prism.volume | 29 |
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