De Invloed Van Snelheid Van Woordherkenning en Kennis Van Woordbetekenis op Nt2-Tekstbegrip

2000 ◽  
Vol 63 ◽  
pp. 93-103
Author(s):  
Kirsten van Ingen
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Word Recognition ◽  
Intermediate Level ◽  
Significant Relation ◽  
Explanatory Factors ◽  
Significant Difference ◽  
L2 Learners ◽  
L2 Vocabulary

The performance in Dutch reading comprehension of advanced L2 learners still lags behind the performance of L1 learners. This study investigates the role of inefficient word recognition and knowledge of L2 vocabulary as two of the explanatory factors for problems with reading comprehension. The results of this study show that inefficient word recognition cannot account for problems with reading comprehension of L2-learners at the intermediate level of secondary education. There was no significant difference between the speed of word recognition between L2 learners and L1 learners. Nor was there relation between the score on reading comprehension and speed of word recognition. Knowledge of vocabulary does show differences between L2 learners and L1 learners. L2 learners score significantly less and, in contrast with the L1 learners, they show a significant relation between the knowledge of vocabulary and the score on reading comprehension.

Second Language Reading in Hypertext Environments

2011 ◽  
pp. 48-63
Author(s):  
Robert Ariew ◽  
Gulcan Erçetin ◽  
Susan Cooledge
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Learning Environments ◽  
Vocabulary Learning ◽  
Second Language Reading ◽  
Learning Theories ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Learners

This chapter introduces second language reading in hypertext/hypermedia environments. It discusses the development of a template to annotate reading texts with multiple types of media such as text, sound, graphics, and video so as to aid reading comprehension for L2 readers. The chapter also reports on a series of studies conducted using the template in a variety of L2 learning environments in order to explore L2 learners’ reading behavior and the effects of multimedia annotations on L2 reading and vocabulary learning. The chapter synthesizes the results according to multimedia learning theories and discusses the role of proficiency level and prior knowledge in relation to L2 learners’ reading comprehension in hypertext environments.

scholarly journals Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

2020 ◽  
Vol 15 (3) ◽  
pp. 19-36
Author(s):  
Mahmoud Azizi ◽  
◽  
Martina Pavlikova ◽  
Alfiya Masalimova ◽  
◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Second Language Learners ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Intermediate Level ◽  
L2 Reading ◽  
Efl Learners ◽  
Feedback Type ◽  
Significant Difference ◽  
Efl Teachers

Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.

scholarly journals Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Meisam Ziafar
Keyword(s):  
Reading Comprehension ◽  
Reading Motivation ◽  
Vital Role ◽  
Current Level ◽  
Extensive Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test

AbstractConsidering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i + 1″ (n = 27) and “i-1″ group (n = 27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i + 1″ group received reading passages beyond the current level, on the other hand, the “i-1″ group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i + 1″ and “i-1″ groups. The findings showed that the “i + 1″ group significantly outperformed the “i-1″ group (p < .05) on the post-test. Moreover, the findings indicated that “i + 1″ group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills.

Native language, L2 experience, and pitch processing in music

2021 ◽  
Author(s):  
Ao Chen ◽  
Melis Çetinçelik ◽  
M. Paula Roncaglia-Denissen ◽  
Makiko Sadakata
Keyword(s):  
Native Language ◽  
Lexical Tone ◽  
Tone Language ◽  
Significant Difference ◽  
L2 Learners ◽  
Pitch Contours ◽  
Sound Discrimination ◽  
Beginning Learners ◽  
Tone Discrimination

Abstract The current study investigated how the role of pitch in one’s native language and L2 experience influenced musical melodic processing by testing Turkish and Mandarin Chinese advanced and beginning learners of English as an L2. Pitch has a lower functional load and shows a simpler pattern in Turkish than in Chinese as the former only contrasts between presence and the absence of pitch elevation, while the latter makes use of four different pitch contours lexically. Using the Musical Ear Test as the tool, we found that the Chinese listeners outperformed the Turkish listeners, and the advanced L2 learners outperformed the beginning learners. The Turkish listeners were further tested on their discrimination of bisyllabic Chinese lexical tones, and again an L2 advantage was observed. No significant difference was found for working memory between the beginning and advanced L2 learners. These results suggest that richness of tonal inventory of the native language is essential for triggering a music processing advantage, and on top of the tone language advantage, the L2 experience yields a further enhancement. Yet, unlike the tone language advantage that seems to relate to pitch expertise, learning an L2 seems to improve sound discrimination in general, and such improvement exhibits in non-native lexical tone discrimination.

scholarly journals Impact of Graphic Organizers on Reading Comprehension of English Learners at Intermediate Level

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 128-134
Author(s):  
Laraib Rahat ◽  
Ghani Rahman ◽  
Shahabullah
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Graphic Organizers ◽  
Positive Impact ◽  
Text Structure ◽  
Intermediate Level ◽  
Control Group ◽  
Positive Perception ◽  
Significant Difference ◽  
The Impact

The present study deals with the impact of graphic organizers (GOs) on reading comprehension of intermediate level English learners. The study specifically focused on the teaching of English drama through graphic organizers. The study also explored participants’ perceptions about using these graphic organizers. A quasi-experimental design was used in this study. Forty intermediate level students participated in this study. The twenty students of the experimental group received the GOs treatment, while the twenty participants of the control group were taught through the traditional method. A pre-test and post-test were conducted from both groups to test the impact of participants’ reading comprehension with five weeks’ treatment. The collected data were analyzed through a t-test. A significant difference was observed in the mean score of both groups and results revealed that the use of GOs had a positive impact on the comprehension of the students. The semi-structured interviews analyzed qualitatively through themes and subthemes showed a positive perception towards the use of GOs. The graphic GOs could help in increasing reading comprehension as well in understanding the text structure with a positive perception of their use.

scholarly journals Mobile-based Interactive Media in Remedial Reading Instruction

2021 ◽  
Vol 4 (5) ◽  
pp. 99-106
Author(s):  
Alona Medalia Gabejan ◽  
Eñego B. Tejas, Jr. ◽  
Kristine Harion G. Lacanaria
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Reading Ability ◽  
Reading Skills ◽  
Interactive Media ◽  
Remedial Reading ◽  
Significant Difference ◽  
Post Test ◽  
Frustration Level

This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension.  It employed a standardized reading test in administering the pre-test and post-test among the students before and after utilizing the said interactive media, respectively. The test included word recognition (oral) and comprehension (written) tests to determine the reading ability of the students. The findings revealed that there was a significant difference between the pre-test and post-test scores of the students both for word recognition and comprehension. The use of mobile-based interactive media was found effective in enhancing the reading skills of students, even for those students who were already in Grade-7 and those who belonged to the Frustration Level of reading comprehension. The study recommended that a longer period of time could be allotted for remedial reading instructions while using mobile-based interactive media and that interviews could be used as a follow-up strategy in ascertaining the improvement of students’ reading skills.

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