The Effect Of Background Knowledge On The Reading Comprehension Of Second Language Learners

1985 ◽  
Vol 18 (5) ◽  
pp. 391-397 ◽  
Author(s):  
Martin G. Levine ◽  
George J. Haus
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Second Language Learners ◽  
Background Knowledge

scholarly journals The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension

2016 ◽  
Vol 9 (10) ◽  
pp. 1
Author(s):  
Lu-Fang Lin
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Text Comprehension ◽  
Second Language Learners ◽  
Second Language Reading ◽  
Treatment Groups ◽  
Reading Comprehension Instruction ◽  
Second Language Reading Comprehension ◽  
The Impact

<p>This study investigated whether video-based materials can facilitate second language learners’ text comprehension at the levels of macrostructure and microstructure. Three classes inclusive of 98 Chinese-speaking university students joined this study. The three classes were randomly assigned to three treatment groups: on-screen text (T Group), concurrent narration with on-screen text (NT Group), and video with concurrent narration and on-screen text (VNT Group). The data were collected through the macrostructure and microstructure reading comprehension pre- and post-tests and the immediate test. The statistic results of the immediate test and the post-tests showed that the VNT group performed significantly better on the macrostructure comprehension than the T and NT groups. Armed with the perspectives of multiliteracies and the significant results, the study makes instructional recommendations to integrate video in second-language reading comprehension instruction.</p>

scholarly journals Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)

2016 ◽  
Vol 9 (3) ◽  
pp. 130 ◽  
Author(s):  
Elahe Sadeghi ◽  
Akbar Afghari ◽  
Gholam-Reza Zarei
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Second Language Learners ◽  
Main Concern ◽  
Efl Learners ◽  
Language Classrooms ◽  
Post Test ◽  
And Control

<p>Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to experimental and control groups. A pretest of reading comprehension including 4 reading passages with 20 Multiple Choice items was administered to the learners to see if they were at the similar level of reading comprehension. During 10 sessions, the learners were provided with shadow-reading strategy in which they were required to listen and repeat the passage in a well-disciplined imitative task and, then summarize what they had comprehended from the text. A reading comprehension post test was also administered at the end of the semester after 10 sessions of conducting shadowing. The data of the first and the last sessions was analysed. The findings of the study showed that shadow-reading has significantly influenced learners’ comprehension. The results also lent support to Vygotskyan theory in that using shadowing as a means of meaningful imitation and interaction facilitates comprehension among learners. The results also shed light on the way through which instructors try to promote learners’ comprehension. It seems that shadow reading due to its sociocultural traits can be used as an appropriate means of promoting reading comprehension all over the world.</p>

scholarly journals Reading Comprehension and Its Importance in Learning English as a Second Language

2016 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Ghafour Saeedi ◽  
Afsaneh Khanmohammadi ◽  
Hadi Mahmmodi
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Ability ◽  
Second Language Learners ◽  
Written Language ◽  
Content Areas ◽  
New Knowledge ◽  
Academic Settings ◽  
Learning English

Reading can be the most important skill for second language learners in the academic contexts. In other words, in the academic settings, reading is the central means for acquiring new knowledge and gaining new access to alternative explanations and interpretations (Grabe &amp; Stoller, 1997, cited in Celce-Murcia, 2001). If a student cannot read and comprehend a written language, they cannot be expected to be good in other content areas which will indispensably require some reading ability (Decker, 2007). So this study aims at studying and reviewing reading comprehension and its importance.

scholarly journals Reading strategies used by Grade 9 English Second Language learners in a selected school

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Madoda Cekiso ◽  
Nophawu Madikiza
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Use ◽  
Wide Range ◽  
Significant Difference ◽  
English Second Language ◽  
Esl Learners

Knowledge of the reading strategies used by English Second Language learners can help teachers to plan appropriate lessons and apply relevant methods of teaching reading in order to enhance learners’ reading comprehension. The main objective of this study was to investigate the reading strategies used by Grade 9 English Second Language (ESL) learners and also to establish if there was any significant difference between perceived strategy use and gender. The respondents (192) were all ESL learners in Grade 9 in 2011 in a selected school. The study employed a quantitative research method. The study used convenience sampling on a group of 192 Grade 9 learners. The data collected through questionnaires was analysed by means of the Statistical Package for Social Sciences (SPSS) software. The findings revealed that the learners did not employ a wide range of reading strategies. The results further indicated that there was no significant difference between boys and girls in terms of strategy use. Based on the above findings several suggestions were made to help teachers improve their teaching and help learners improve their reading comprehension and also about possible areas for future research.

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