TSL 591 : MTRHudson, Chapter 3

When talking about second language reading the main question that needs to be addressed is:◦Is it a reading problem or a language problem?

The question is central to sorting the causes and origins of 2nd language reading problem.

Hulstijn (1991)◦ Questions on whether good or poor readers read

in the same way in their 1st language need to be addressed

◦ Why?1.Increase in our understanding of 2nd language

reading proficiency when link to theories of 1st language research

2.Important in our understanding of 2nd language reading if the reading processes are similar

Differences between 1st and 2nd language readers:

1. Since L2 readers are proficient in the 1st language, they may transfer L1 skills to L2◦ May assist or interfere

2. Reading in L1 normally begins after speaking in L1 is advanced, but L2 learners do not normally master spoken skills when reading instruction begins.

3. Great cognitive difference between child 1st language readers and adult 2nd language readers

Two contrasting views on second language learners’ success in foreign language reading

1.Success in reading a foreign language depends upon 1st language reading ability rather than level of English

2.Reading problems of second or foreign language learners are the result of imperfect knowledge of the language

Alderson’s hypotheses on 2nd language reading performance:

1. Poor reading in FL is due to poor reading in L12. Poor reading in FL is due to inadequate

knowledge of TLModifications to the above hypotheses:1. Poor FL reading is due incorrect strategies

used, strategies not similar to L12. Poor FL reading is due to strategies in L1 not

being employed in FL due to inadequate knowledge in FL. Good L1 readers will read well in FL once passed a threshold of FL ability.

Studies tend to find:◦ Strong relationship between 2nd language

linguistic ability and 2nd language reading ability◦ Moderate relationship between 1st language

reading ability and 2nd language reading ability, depending upon level of language ability

Studies by Perkins et al. (1989) & Carson et al . (1990):◦ Indicate a moderate relationship between 1st

language and 2nd language reading◦ Suggest that some transfer of reading ability is

possible

Studies by Carrell (1991) and Yamashita (2002) looked at L2 Reading = L1 Reading + L2 Language Proficiency

Findings of both studies suggest:◦ Strong relationship between 1st language and 2nd

language reading for higher-level students◦ Once readers become more advanced 1st

language reading ability becomes increasingly important

Bosser’s (1991) study:◦ Examined the relation between 1st language

reading, 2nd language reading and 2nd language ability

◦ Results: 2nd language ability and 1st language reading play a

substantial role in 2nd language reading Possible existence of a threshold level before

learners are limited in their ability to transfer 1st language reading abilities to 2nd language reading context

Lee & Schallert (1997):◦ Examined whether no or little effective transfer of

L1 reading strategies until the learner reached a threshold level of L2 ability

◦ Results: L1 reading ability contributed less to L2 reading

ability than L2 proficiency There is a language threshold where L1 reading skills

begin to contribute to L2 reading ability.

Fecteau (1999):◦ Examined relationship between L1 and L2 reading

of literature for more advanced-level FL learners◦ Result:

Subjects were able to transfer L1 language literature reading skills to reading L2 literature

Donin & Silva (1993):◦ Attempted to differentiate aspects of L2 reading

comprehension specific to reading in L2 from factors relevant to understanding text in any language

◦ Result: Reading time slower when reading in L2

Taillefer (1996):◦ Examined the relationship between L1 reading

and L2 reading across 2 different tasks◦ Results:

L1 reading ability and L2 proficiency to be significant predictors of FL reading depending upon the particular reading task.

More demanding reading tasks may call on greater need for L2 proficiency

The use L1 reading ability aids the L2 reader only after the reader has a threshold of L2 ability.

There are interrelationships between L1 reading ability, L2 proficiency and L2 reading performance

Results of research tend to show that L2 proficiency plays a greater role that L1 reading ability◦ Also it is dependent on the type of reading task◦ Most important at the lower level of L2 proficiency

Interactions between the 3 elements above is dependent on whether the learners are in foreign or 2nd language context