Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iral-International Review of Applied Linguistics in Language Teaching Pub Date : 2023-06-05 DOI:10.1515/iral-2022-0085

S. Talebi, Javad Fallahi, A. Amjadi

{"title":"Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis","authors":"S. Talebi, Javad Fallahi, A. Amjadi","doi":"10.1515/iral-2022-0085","DOIUrl":null,"url":null,"abstract":"Abstract This experimental study attempts to put to the test Cummins’ (1978) Linguistic Interdependence Hypothesis (LIH) in reading between English (L2) and Arabic (L3). Two groups of comparison and experimental attended this study. The experimental group received reading strategy instruction while the comparison group received the traditional form of reading instruction in L2. Both groups received reading comprehension tests in L2 and L3 before and after the instructions. An interview was finally conducted for a more in-depth investigation. Analysis of quantitative data evinced overall reading comprehension ability significantly improved only in the experimental group in both languages, supporting Cummins’ LIH. Componentially, only the inferential component improved significantly for the experimental group, showing different components contribute differently to the interdependence between languages. Qualitative findings showed miscellaneous results in linguistic, cognitive, and affective domains which were evidence of both interdependence and non-interdependence between L2 and L3. The pedagogical implication is further discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Iral-International Review of Applied Linguistics in Language Teaching","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1515/iral-2022-0085","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract This experimental study attempts to put to the test Cummins’ (1978) Linguistic Interdependence Hypothesis (LIH) in reading between English (L2) and Arabic (L3). Two groups of comparison and experimental attended this study. The experimental group received reading strategy instruction while the comparison group received the traditional form of reading instruction in L2. Both groups received reading comprehension tests in L2 and L3 before and after the instructions. An interview was finally conducted for a more in-depth investigation. Analysis of quantitative data evinced overall reading comprehension ability significantly improved only in the experimental group in both languages, supporting Cummins’ LIH. Componentially, only the inferential component improved significantly for the experimental group, showing different components contribute differently to the interdependence between languages. Qualitative findings showed miscellaneous results in linguistic, cognitive, and affective domains which were evidence of both interdependence and non-interdependence between L2 and L3. The pedagogical implication is further discussed.

查看原文本刊更多论文

二语和三语的策略性阅读理解：基于Cummins语言相互依存假说的相对相互依存假设

摘要本实验研究试图验证康明斯(1978)在英语(第二语言)和阿拉伯语(第三语言)阅读中的语言相互依存假说。本研究分为比较组和实验组。实验组接受阅读策略教学，对照组接受传统形式的二语阅读教学。两组在指导前后均接受了二、三年级阅读理解测试。为了进行更深入的调查，最后进行了一次采访。定量数据分析表明，只有实验组的整体阅读理解能力在两种语言中有显著提高，支持康明斯的LIH。从成分上看，实验组只有推理成分显著提高，说明不同成分对语言间相互依赖的贡献不同。定性研究结果显示，语言、认知和情感领域的结果五花八门，这是第二语言和第三语言相互依存和不相互依存的证据。进一步讨论了其教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Iral-International Review of Applied Linguistics in Language Teaching Multiple-

CiteScore

3.20

自引率

13.30%

发文量

期刊介绍： International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.