The relations among L1 (Spanish) literacy skills,L2 (English) language,L2 text reading fluency,and L2 reading comprehension for Spanish-speaking ELL first grade students

We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency.     

Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension

The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency.     

Teacher support,growth language mindset,and academic engagement: The mediating role of L2 grit

Engagement as an essential factor for active and meaningful learning of English-as-a-Foreign-Language (EFL) is affected by both learner external (e.g., teacher support) and internal (e.g., growth language mindset and L2 grit) factors. This study examined the relationship between perceived teacher support, growth language mindset, and academic engagement by considering the mediating role of L2 grit. The participants were 295 Iranian EFL learners selected via multi-stage cluster sampling. The SEM results indicated that perceived teacher support and growth language mindset directly and positively predicted academic engagement. Additionally, L2 grit mediated the relationships ‘between perceived teacher support and academic engagement’ and ‘between growth language mindset and academic engagement’. EFL learners receiving more teacher support and endorsing higher levels of growth language mindset can successfully overcome failures and difficulties in their learning process by showing more persistence in dealing with challenges and sustaining their interest, which could considerably enhance their engagement in learning.     

Reading in multilingual learners of Urdu (L1), English (L2) and Arabic (L3)

The present study examined the language and literacy skills and their relations to each other in multilingual children, who have a broad range of oral and written language proficiency in each language that they “know”. Reading and vocabulary skills were tested in 50 Canadian children (ages 6–10 years) who were Urdu–English speakers, learning Arabic. Reading skills were related to within-language oral proficiency and across languages with similar and different orthographies. The results suggest the need for hybrid models of language acquisition that combine language-general and language-specific components. The results also are discussed in terms of the need to consider the language and literacy skills of multilingual individuals in current theories of language and literacy acquisition.     

The predicting roles of approaches to learning,L2 learning motivation,L2 learning strategies and L2 proficiency for learning outcomes: a comparison between Mainland and Hong Kong Chinese students

This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper.     

Is L2 Fundamentally Different from L1

This paper critiques Bley-Vroman's influential articleWhat is the logical problem of foreign language learning? (1989),challenging his proposal-the Fundamental Differences Hypothesis(FDH).While acknowledging its contributions for highlighting the differences between adult foreign language learning and child language development,this critique argues that there is theoretical and empirical counterevidence suggesting that the FDH is not based on a sound foundation and that the FDH is not free from conceptual d...     

The Effects of L1 Knowledge on L2(English) Reading Comprehension for Chinese Students in Middle School

Implications of second language reading learning are often aroused by the insights of reading experience in first language.Chi nese learners’ performance concerning English reading comprehension may influenced by Chinese language or English language.This pa per attempts to explore the influence of first language(Chinese) knowledge on second language(English) reading comprehension for Chi nese students in middle school.This investigation concerns over three aspects of L1 knowledge:genre knowledge,reading skills,and cultur al knowledge.It firstly demonstrates the research question.Then,based on schema theory,it introduces the research method and partici pants in this study.Furthermore,this paper presents the data of the investigation along with the data analysis.It finally concludes that the positive effects of L1 knowledge on L2 reading comprehension overweigh its negative effects.     

Effects of picture-word integration on reading visual narratives in L1 and L2

Multimodal education materials are pervasive in language learning. This study investigated the causal mechanisms of multimodal reading effects in first language (L1) and second language (L2). Seventy-five adult bilingual readers in Hong Kong read Chinese and English passages with different degrees of picture-word integration in a within-subject design. Results showed that tight text-picture integration facilitated better comprehension than independent text-picture presentation in L2, but not L1. Perceived ease and interest differentially mediated multimodal reading performance for L1 and L2 passages. Importantly, separate images in L2 passages led to poorer comprehension accuracy relative to plain text, but tended to have higher ratings of ease and interest, indicating that readers may be overconfident in their multimodal reading performance. In general, results support the notion that integration of text and pictures can moderate the process of meaning making, and these may differ depending on the language presented to a bilingual reader.     

The Effect of Error Correction on L2 Gramma

<正>In the second language acquisition and English as Second Language learning(ESL)process,each teacher inevitably finds various kinds of language mistakes that learners made.In the process of foreign language learning,learners tend to make     

大学英语教学中母语正迁移策略研究

二语习得研究表明母语正迁移在二语习得中起到举足轻重的作用。在大学英语教学中,全面认知促进正迁移的各种条件和探索科学运用迁移的策略是实现有效迁移的基础。通过理论与实践的研究发现,在大学英语教学中实现有效迁移不仅需要具有较强的迁移意识,充分接触母语与目的语使其反复结合并深入研究其异同而进行对比,同时还要了解大学生的特点,从而灵活地运用母语正迁移。     

Metacognitive online reading strategy use: Readers' perceptions in L1 and L2

This study aimed to explore whether first‐language (L1) readers of different language backgrounds would employ similar metacognitive online reading strategies and whether reading online in a second language (L2) could be influenced by L1 reading strategies. To this end, 52 Canadian college students as English L1 readers and 38 Iranian university students as both Farsi L1 and English L2 readers were selected. After completing three reading tasks on the Web, their perceptions about their use of strategies were assessed via a survey of reading strategies. Analyses of the data, using an analysis of variance and the Scheffé post hoc test, revealed certain differences. The Canadian readers perceived themselves to be high‐strategy users employing mostly a top‐down approach, whereas the Iranian readers in both Farsi and English appeared to be medium‐strategy users, favouring mostly a bottom‐up approach. Additionally, the correlation between readers' perceived use of strategies and their reading scores was statistically significant.     

关于语言课堂教学中母语与目标语使用的再思考

20世纪以来的传统语言学观点认为,母语对外语学习只有负面影响,要熟悉掌握外语必须在语言课堂中只使用目标语。母语对于外语习得既存在正面影响,也存在负面影响。根据21世纪以来在二语习得研究领域取得的相关成果,阐述了如何在语言课堂教学中通过恰当的运用母语来促进二语学习。     

Linguistic constraints on the cross-linguistic variations in L2 word recognition

Reading and Writing - This study investigated how experience with a first language (L1) writing system affects the development of the second language (L2) word recognition subskills and how L2...     

The relationship between strategic reading instruction,student learning of L2‐based reading strategies and L2 reading achievement

This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL).     

Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners’ needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this “foreign” language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized.     

Learning English as an L2 in the Global Context: Changing English,Changing Motivation

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.     

The ABC of ELT... ES(O)L

English language teaching has diversified over the years into various fields which address the needs of particular target groups.One of these fields is called English for speakers of other languages(ESOL)in the UK and English as a second language(ESL)in other English language-speaking countries. These terms are used to describe provision for people who leave their country of origin and settle permanently elsewhere.     

少数民族大学生L2(汉语)水平对L3(英语)词汇学习策略的影响

L3(英语)学习会引起学习者语言系统质量的改进,促进学习者语言学习技能、语言管理技能以及语言维持技能的发展。通过对新疆三所高校214名少数民族大学生英语词汇学习策略使用情况的实证分析表明,L2(汉语)水平对学习者L3(英语)词汇学习策略的使用倾向有明显的影响,L3(英语)学习者作为有经验的学习者,更注重在L2(汉语)学习中提炼有效的学习经验。     

Reciprocal and Transmission Models of Teaching in E2L with Young Learners

An activity‐oriented approach to learning has frequently been advocated for teaching young learners. Hardly any studies have considered how this approach affects second language learning. Through a longitudinal study, a methods experiment was conducted with 156 5‐year‐old children from one large Maltese school. The effects of a reciprocal model (exemplified through an activity‐oriented approach) were compared with a transmission model of teaching (exemplified through a skills‐oriented approach) on the learning of English as a second language when introduced to young children. Multiple analyses of variance were used to analyse the effects of sex, age, teacher training and occasions of testing on five developing language skills: receptive vocabulary (assessed using British Picture Vocabulary Scales); receptive language (sentence comprehension test); reading accuracy and comprehension (Macmillan's Individual Reading Analysis); recall of information; sentence length (The Bus Story) and accuracy of word‐reading (The Keywords Reading List). The pattern of results obtained is discussed along with implications for classroom practices.