The development of lexical competence among second-language readers

2012 ◽  
pp. 165-172
Author(s):  
Keiko Koda
Keyword(s):  
Second Language ◽  
Lexical Competence ◽  
Second Language Readers

A Reading “Din in the Head”: Evidence of Involuntary Mental Rehearsal in Second Language Readers

1995 ◽  
Vol 28 (3) ◽  
pp. 330-336 ◽  
Author(s):  
Jeff McQuillan ◽  
Victoria Rodrigo
Keyword(s):  
Second Language ◽  
Mental Rehearsal ◽  
Second Language Readers

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

Investigating the strategic reading processes of first and second language readers in two different cultural contexts

System ◽  
2004 ◽  
Vol 32 (3) ◽  
pp. 379-394 ◽  
Author(s):  
Kouider Mokhtari ◽  
Carla Reichard
Keyword(s):  
Second Language ◽  
Reading Processes ◽  
Cultural Contexts ◽  
Strategic Reading ◽  
Second Language Readers

Second Language Readers' Memory for Narrative Texts: Evidence for Structure-Preserving Top-Down Processing

1993 ◽  
Vol 43 (3) ◽  
pp. 345-372 ◽  
Author(s):  
Yukie Horiba ◽  
Paul W. van den Broek ◽  
Charles R. Fletcher
Keyword(s):  
Second Language ◽  
Top Down ◽  
Narrative Texts ◽  
Structure Preserving ◽  
Second Language Readers

Second language readers' comprehension of a poem: exploring contextual and linguistic aspects

1991 ◽  
Vol 10 (2) ◽  
pp. 197-209 ◽  
Author(s):  
JOHN G. BARNITZ ◽  
RICHARD B. SPEAKER
Keyword(s):  
Second Language ◽  
Second Language Readers

scholarly journals Reading literary works in a second language: Transaction and interaction

2015 ◽  
Vol 19 (2) ◽  
pp. 63
Author(s):  
Marta Sánchez
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Schema Theory ◽  
Literary Text ◽  
Cultural Barriers ◽  
Aesthetic Response ◽  
Language And Culture ◽  
Theoretical Frame ◽  
The Aesthetic ◽  
Second Language Readers

Esta discusión explora cómo lingüística y /o barreras culturales pueden afectar la respuesta estética a un texto literario en lectores competentes a un segundo idioma. A medida que el marco teórico que apoya esta discusión tanto en la teoría del esquema y la teoría transaccional de Rosenblatt se han utilizado. Se sugiere aquí que los lectores de segunda lengua ya poseen esquemas suficiente de la lengua extranjera y la cultura como en la operación con un texto estético. En esta transacción la comprensión de lectura se puede evidenciar.This discussion explores how linguistic and /or cultural barriers can affect the aesthetic response to a literary text in proficient second language readers. As the theoretical frame supporting this discussion both schema theory and Rosenblatt's transactional theory have been used. It is suggested here that second language readers already possess sufficient schemata of the foreign language and culture as to transact with a text aesthetically. In this transaction reading comprehension can be evidenced.

The relationship between lexical competence, collocational competence, and second language proficiency

2011 ◽  
Vol 4 (1) ◽  
pp. 113-145 ◽  
Author(s):  
Déogratias Nizonkiza
Keyword(s):  
Second Language ◽  
Proficiency Testing ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Vocabulary Test ◽  
L2 Proficiency ◽  
Second Language Proficiency ◽  
Lexical Competence ◽  
The University ◽  
The Relationship

This paper assesses the relationship between EFL proficiency, lexical competence, and collocational competence (cf. Meara 1996; Pawley & Syder 1983; Read 1993, 1997, 2000; Bonk 2001). Two paper-based tests, a proficiency test and a vocabulary test, were presented to English majors at the University of Burundi. Scores on both tests significantly correlate and distinguish between levels. This confirms that lexical competence is a reliable predictor of L2 proficiency, which strengthens and extends earlier findings (Meara 1996; Bonk 2001; Gyllstad 2005, 2007; Zareva et al. 2005). Furthermore, mastery of collocations is found to be related to frequency and to predict lexical competence. Thus, the findings of this study underline earlier indications that proficiency testing may be simplified.

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