{"title":"第二语言阅读理解能力的预测因素:一项对英语作为外语背景下9 - 11年级学习者的纵向研究","authors":"Junko Yamashita, Toshihiko Shiotsu, Kunihiro Kusanagi","doi":"10.1007/s11145-023-10494-4","DOIUrl":null,"url":null,"abstract":"<p>This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or language, and the initial individual difference continued for two years. For both L2 reading measures, all reading components made significant contributions except for word recognition speed. The remaining four components significantly predicted the initial L2 reading comprehension levels, and L2 variables made larger contributions than did L1 reading comprehension, endorsing the findings of previous L2 studies. As for the growth rate, no significant predictor emerged for the expository measure, but two predictors, grammar and listening comprehension, significantly predicted narrative growth, with the contribution of grammar being negative and that of listening comprehension being positive. The unexpected grammar result may be attributable to test features, and the predictive power of listening comprehension for growth in one type of reading suggests the important role of listening comprehension ability even in the EFL context where learners do not usually acquire firm oral language foundations before reading. This supports the applicability of the Simple View of Reading even to the EFL context.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context\",\"authors\":\"Junko Yamashita, Toshihiko Shiotsu, Kunihiro Kusanagi\",\"doi\":\"10.1007/s11145-023-10494-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or language, and the initial individual difference continued for two years. For both L2 reading measures, all reading components made significant contributions except for word recognition speed. The remaining four components significantly predicted the initial L2 reading comprehension levels, and L2 variables made larger contributions than did L1 reading comprehension, endorsing the findings of previous L2 studies. As for the growth rate, no significant predictor emerged for the expository measure, but two predictors, grammar and listening comprehension, significantly predicted narrative growth, with the contribution of grammar being negative and that of listening comprehension being positive. The unexpected grammar result may be attributable to test features, and the predictive power of listening comprehension for growth in one type of reading suggests the important role of listening comprehension ability even in the EFL context where learners do not usually acquire firm oral language foundations before reading. This supports the applicability of the Simple View of Reading even to the EFL context.</p>\",\"PeriodicalId\":48204,\"journal\":{\"name\":\"Reading and Writing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading and Writing\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11145-023-10494-4\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-023-10494-4","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context
This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or language, and the initial individual difference continued for two years. For both L2 reading measures, all reading components made significant contributions except for word recognition speed. The remaining four components significantly predicted the initial L2 reading comprehension levels, and L2 variables made larger contributions than did L1 reading comprehension, endorsing the findings of previous L2 studies. As for the growth rate, no significant predictor emerged for the expository measure, but two predictors, grammar and listening comprehension, significantly predicted narrative growth, with the contribution of grammar being negative and that of listening comprehension being positive. The unexpected grammar result may be attributable to test features, and the predictive power of listening comprehension for growth in one type of reading suggests the important role of listening comprehension ability even in the EFL context where learners do not usually acquire firm oral language foundations before reading. This supports the applicability of the Simple View of Reading even to the EFL context.
期刊介绍:
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.