EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING

2017 ◽  
Vol 40 (1) ◽  
pp. 63-90 ◽  
Author(s):  
Tae-Il Pae
Keyword(s):  
Cognitive Complexity ◽  
Task Type ◽  
Moderating Effects ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Reading And Writing ◽  
Significant Difference ◽  
L1 And L2 ◽  
The Relationship ◽  
Different Levels

This study systematically examines the moderating effects of task type and L2 proficiency on the relationship between L1 and L2 simultaneously across reading and writing tasks with different levels of cognitive complexity. Main and moderating effects were evaluated through structural equation modeling analyses. First, both L1 skills and L2 proficiency were significant independent predictors of L2 reading and writing performance across tasks with different levels of cognitive complexity. Second, L2 proficiency had a much greater effect on L2 reading and writing performance across tasks with different cognitive loads than L1 skills. Third, the strength of the relationship between less cognitively demanding L1 and L2 reading tasks showed no significant difference between the low- and high-L2-proficiency groups. Fourth, the strength of the relationship between more cognitively demanding L1 and L2 reading tasks showed a significant difference between the low- and high-L2-proficiency groups. Fifth, the strength of the relationship between L1 and L2 writing tasks with different levels of cognitive complexity varied significantly depending on the level of L2 proficiency. These results are discussed theoretically and pedagogically.

De Relatie Tussen Cognitieve Taakcomplexiteit En Linguïstische Performance Bij Het Schrijven In T1 En T2

2004 ◽  
Vol 72 ◽  
pp. 23-32 ◽  
Author(s):  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Second Language ◽  
University Students ◽  
Cognitive Complexity ◽  
Task Complexity ◽  
Cognitive Task ◽  
Linguistic Performance ◽  
L2 Development ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
The Relationship

According to Robinson's Cognition Hypothesis of task-based L2 development, cognitively more demanding tasks will lead to the use of lexically and syntactically more complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more attention is required for a task because of its cognitive complexity, the less complex will be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

2020 ◽  
pp. 136216882098139
Author(s):  
Hyun Soo Kim ◽  
Jang Ho Lee ◽  
Hansol Lee
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
First Language ◽  
Relative Effectiveness ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Vocabulary ◽  
L1 And L2

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

scholarly journals An Examination of Response of Consumers with Different Levels of Uniqueness to Limited Quantity Offers

2016 ◽  
Vol 41 (3) ◽  
pp. 209-221 ◽  
Author(s):  
Mayank Jyotsna Soni ◽  
Abraham Koshy
Keyword(s):  
Purchase Intention ◽  
Sales Promotion ◽  
Executive Summary ◽  
Need For Uniqueness ◽  
Time Period ◽  
Final Sample ◽  
Significant Difference ◽  
Number Of Customers ◽  
The Relationship ◽  
Different Levels

Executive Summary Marketers try to influence consumers through promotional offers by restricting availability of products to a limited number of customers, a limited time period, or a specific segment, thereby creating a perception of scarcity. Such promotional appeal of making a product or offer scarce is called as scarcity appeal. Literature suggests that people with high need for uniqueness (NFU) prefer scarce products, or at least products which are depleting fast. However, the relationship between scarcity of offers and the NFU has not been much explored. The objective of this research is to understand how consumers with different levels of uniqueness respond to the scarcity appeal offer, especially with discount. Hypotheses relate to variability of purchase intent and attitude towards the product due to scarcity versus no-scarcity sales promotion appeals and by consumers with high and low needs for uniqueness. Proposed hypotheses were tested using 2 × 2 between-subjects factorial design. Quantity scarcity and no-scarcity appeals were manipulated using pre-tested and validated scenarios. Product used in the scenarios (laptop) was identified through an iterative process of seeking inputs from respondents with demographic profile similar to those in the final sample. Consumers’ need for uniqueness (CNFU) purchase intention, and attitude towards product were measured using scales that were pre-tested and validated using accepted protocols. On testing the formulated hypotheses using experimental design, it was found that: Consumers respond more favourably to quantity scarcity appeal offer when compared with no-scarcity appeal offer. Consumers with higher NFU indicate higher purchase intention in a no-scarcity appeal situation when compared with those with low NFU. There is no statistically significant difference in purchase intention of consumers with high and low needs for uniqueness in a situation of scarcity appeal messaging.

scholarly journals L1–L2 convergence in clausal packaging in Japanese and English

2012 ◽  
Vol 16 (3) ◽  
pp. 477-494 ◽  
Author(s):  
AMANDA BROWN ◽  
MARIANNE GULLBERG
Keyword(s):  
L2 Proficiency ◽  
Linguistic Differences ◽  
Japanese Speakers ◽  
Significant Difference ◽  
L1 And L2 ◽  
Linguistic Influences

This study investigates L1–L2 convergence among bilinguals at an intermediate (CEFR-B2) level of L2 proficiency, focusing on the clausal packaging of Manner and Path of motion. Previous research has shown cross-linguistic differences between English and Japanese in this domain (Allen et al., 2003; Kita & Özyürek, 2003, though note Brown & Gullberg, 2012). We compared descriptions of motion from monolingual English and Japanese speakers to L1 and L2 descriptions from Japanese users of English as a second (ESL) and foreign (EFL) language. Results showed no significant difference between the monolinguals, who predominately used single-clause constructions packaging Manner and Path. However, bilinguals, both ESL and EFL speakers, used significantly more multi-clause constructions in both their L1 and L2. Following Pavlenko (2011a), findings are interpreted as evidence for L1–L2 convergence. We discuss potential bi-directional cross-linguistic influences underpinning the L1–L2 convergence and implications for the restructuring of bilingual systems.

Patterns of variation in the interplay of language ability and general reading comprehension ability in L2 reading

2019 ◽  
Vol 36 (3) ◽  
pp. 369-390
Author(s):  
John Löwenadler
Keyword(s):  
Reading Comprehension ◽  
Language Ability ◽  
Sentence Length ◽  
L2 Reading ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Scholastic Assessment Test ◽  
Text Length ◽  
Gap Test ◽  
L1 And L2

This study aims to investigate patterns of variation in the interplay of L2 language ability and general reading comprehension skills in L2 reading, by comparing item-level effects of test-takers’ results on L1 and L2 reading comprehension tests. The material comes from more than 500,000 people tested on L1 (Swedish) and L2 (English) in the Swedish Scholastic Assessment Test (2010–16). The statistical analysis found no significant correlations between degree of L2 language focus and text length or sentence length, nor could any significant differences be found with regard to the language focus in main point, inference or retrieval items. However, a statistically significant difference was found between the rational deletion gap test and the two sections based on content questions on long and short texts, in the sense that the former to a greater degree measures language ability. Moreover, even though the gap test consists of semantic deletion only, specifically aiming to test higher-order skills, the effect size by different measures was consistently large (Cohen’s d around 0.8). Finally, an additional, more exploratory, qualitative study supported the connection between the distribution of the operationalized language focus value and an item’s relative focus on higher- or lower-level reading skills. Furthermore, it gave some indication that strongly language-focused content question items may be characterized by intra-sentential complexity relating to syntactic parsing and semantic-proposition encoding more than to unfamiliar vocabulary. However, with regard to the results of the qualitative section, more research is clearly needed before it is possible to draw any general conclusions.

scholarly journals WORKING MEMORY CAPACITY AND L2 READING

2021 ◽  
pp. 1-26
Author(s):  
Yo In’nami ◽  
Yuko Hijikata ◽  
Rie Koizumi
Keyword(s):  
Working Memory ◽  
Meta Analysis ◽  
Working Memory Capacity ◽  
First Language ◽  
L2 Reading ◽  
Reading Measures ◽  
L1 And L2 ◽  
Analysis Models ◽  
Measurement Practices ◽  
The Relationship

Abstract The relationship between working memory (WM) and second-language (L2) reading has been extensively examined, with mixed results. Our meta-analysis models the potential impact of underresearched variables considered to moderate this relationship. Results from 74 studies (228 correlations) showed a significant, small relationship between WM and L2 reading (r = .300). Of the eight moderators examined, the WM–L2 reading relationship differed between studies using first-language (L1) and L2 WM tasks and between studies reporting and not reporting WM task reliability. Methodological features of reading comprehension measures or learners’ proficiency did not moderate the relationship. These results suggest that measurement practices of WM—rather than L2 reading measures or learner characteristics—matter in understanding the WM–L2 reading relationship. Implications and future directions are discussed.

scholarly journals Expectations of Job Responsibilities of Recreation and Sports Managers

1998 ◽  
Vol 4 (2) ◽  
pp. 50-55
Author(s):  
Jennifer Yuen Ming MAK
Keyword(s):  
Middle Level ◽  
English Abstract ◽  
Job Responsibilities ◽  
Entry Level ◽  
Significant Difference ◽  
Perceived Importance ◽  
The Relationship ◽  
Different Levels

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to identify whether there were differences in the expectations of job responsibilities between different levels of recreation and sports managers towards the same post. The problem was divided into two sub-problems: (1) to determine the relationship in the perceived importance of entry-level managers' job responsibilities between entry-level managers and middle-level managers; and (2) to determine the relationship in the perceived importance of middle-level managers job responsibilities between middle-level managers and top-level managers. Several items were found to have significant difference in the perceptions among the subjects.本文章探討不同康體管理人員對工作責任的期望。主要目的是了解初入職、中級階層及高級階層管理人員的看法，促使更有效率的康體管理。

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