Second Language Readers Capitalize on Some but Not All Sources of Emotional and Sensorimotor Information During Natural Sentence Reading

2013 ◽  
Author(s):  
Naveed Sheikh ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Sentence Reading ◽  
Sensorimotor Information ◽  
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 Sentence Reading and Writing for Second Language Vocabulary Acquisition

2011 ◽  
Vol 33 (1) ◽  
pp. 66-82 ◽  
Author(s):  
François Pichette ◽  
Linda de Serres ◽  
Marc Lafontaine
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Reading And Writing ◽  
Sentence Reading

EXPRESS: The letter position coding mechanism of second language words during sentence reading: Evidence from eye movements

2021 ◽  
pp. 174702182110645
Author(s):  
Fengjiao Cong ◽  
Baoguo Chen
Keyword(s):  
Second Language ◽  
Word Recognition ◽  
Eye Movement ◽  
Movement Control ◽  
Letter Position ◽  
L2 Reading ◽  
Position Information ◽  
Sentence Reading ◽  
Letter Position Coding ◽  
Position Coding

We conducted three eye movement experiments to investigate the mechanism for coding letter positions in a person’s second language during sentence reading; we also examined the role of morphology in this process with more rigorous manipulation. Given that readers not only obtain information from currently fixated words (i.e., the foveal area) but also from upcoming words (i.e., the parafoveal area) to guide their reading, we examined both when the targets were fixated (Exp. 1) and when the targets were seen parafoveally (Exp. 2 and Exp. 3). First, we found the classic transposed letter (TL) effect in Exp. 1, but not in Exp. 2 or Exp. 3. This implies that flexible letter position coding exists during sentence reading. However, this was limited to words located in the foveal area, suggesting that L2 readers whose L2 proficiency is not as high as skilled native readers are not able to extract and utilize the parafoveal letter identity and position information of a word, whether the word length is long (Exp. 2) or short (Exp. 3). Second, we found morphological information to influence the magnitude of the TL effect in Exp. 1. These results provide new eye movement evidence for the flexibility of L2 letter position coding during sentence reading, as well as the interactions between the different internal representations of words in this process. Altogether, this is helpful for understanding L2 sentence reading and visual word recognition. Thus, future L2 reading frameworks should integrate word recognition and eye movement control models.

scholarly journals Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation

2018 ◽  
Vol 35 (2) ◽  
pp. 149-172 ◽  
Author(s):  
Kazuya Saito
Keyword(s):  
Second Language ◽  
Word Reading ◽  
Longitudinal Development ◽  
Sentence Reading ◽  
Difference Variable ◽  
Individual Difference Variable ◽  
Picture Description ◽  
Second Formant ◽  
Japanese Learners ◽  
Speech Learning

The current study longitudinally examined a crucial individual difference variable – i.e. awareness (operationalized as explicit attention and articulatory knowledge) – in adult second language (L2) speech learning in the context of 40 Japanese learners’ English /ɹ/ pronunciation development in an EFL classroom. The participants’ speech, elicited from word reading, sentence reading and timed picture description tasks at the beginning and end of one academic semester, were analysed in terms of three acoustic dimensions of English /ɹ/: third formant (F3), second formant (F2) and duration. Whereas the participants showed gains in the relatively easy aspect of the English /ɹ/ acquisition (F2 reduction for tongue retraction) as a function of increased L2 input, their explicit awareness of accurate English /ɹ/ pronunciation played a significant role in the acquisition of the relatively difficult dimension (lengthening phonemic duration). The awareness-acquisition link was not found, however, for the most difficult dimension (F3 reduction for labial, alveolar and pharyngeal constrictors) at least within the timeframe of the project.

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.

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