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

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dc.contributor.authorYoshida, Mami
dc.date.accessioned2020-05-22T02:14:11Z
dc.date.available2020-05-22T02:14:11Z
dc.date.issued2012-04
dc.description.abstractThis 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.
dc.identifier.doi10125/66671
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66671
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectL2 reading
dc.subjectoutlining
dc.subjectembedded questions
dc.subjecttext types
dc.subjectrecall analysis
dc.titleThe interplay of processing task, text type, and proficiency in L2 reading
dc.typeArticle
dc.type.dcmiText
local.rfl.topicThe Reading Process
prism.endingpage29
prism.number1
prism.startingpage1
prism.volume24

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