A comparative study of the effect of two pre-reading formats on L2 reading comprehension

Tudor, Ian

doi:10.1177/003368828801900206

Cited by 4 publications

(4 citation statements)

References 25 publications

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“…The results of this study confirmed the findings of Wisendanger and Wollenberg's (1978) study which showed the effect of pre-questioning on improving reading comprehension of L1 students. The present research also is in line with the findings of study which is conducted by Tudor (1988) in which they found that lower level proficiency students performed better after using pre-reading activities. This study's findings also support the findings of Alemi and Ebadis' (2010) study who concluded that using pre-reading activities improved students' comprehension.…”

Section: Discussion Of the Findingssupporting

confidence: 92%

“…In a study, Tudor (1988) investigated the effect of two pre-reading activities on the text comprehension of L2 learners at three proficiency levels, answering pre-questions and providing text summary. He compared the results of the treatments (summarizing and pre-questioning) and finally he concluded that, both treatments improved comprehension for lower proficiency groups but not with the more advanced group.…”

Section: International Journal Of Research Studies In Language Learningmentioning

confidence: 99%

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Iranian EFL learners' attitudes towards using pre- vs. post-questioning techniques in the comprehension of nonfiction texts

Ghaziyani¹,

Jafari²

2016

IJRSLL

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Reading is one of the key sources of input for foreign and second language learners. Teachers therefore should use a set of useful strategies in order to help their students to develop a positive attitude toward reading. This study investigated Iranian EFL learners' attitudes towards the use of pre-and post-questioning techniques in their reading comprehension class. Thirty elementary EFL students studying English at Shokooh language institute in Gonbad-e Kāvus, Iran participated in this study. These students received pre-and post-questioning techniques (each class 15) in Autumn 2014-2015. The students' attitudes were examined by two independent Likert agree/disagree type teacher-made questionnaires. These questionnaires were designed to elicit the participants' attitudes towards the role of pre-and post-questioning techniques on their reading comprehension. Later, the results of the two questionnaires were analyzed using descriptive statistics. The results of these questionnaires clearly showed that the students in both groups completely recognized the advantages of using questioning techniques in their reading classes. Overall, students in both pre-and post-questioning groups had positive attitudes towards using such techniques in their reading comprehension classes. Some implications for EFL teachers and reading material developers in using strategies in reading classes are suggested at the end.

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Section: Discussion Of the Findingssupporting

confidence: 92%

Section: International Journal Of Research Studies In Language Learningmentioning

confidence: 99%

Iranian EFL learners' attitudes towards using pre- vs. post-questioning techniques in the comprehension of nonfiction texts

Ghaziyani¹,

Jafari²

2016

IJRSLL

View full text Add to dashboard Cite

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“…As a result of these findings, L1 literacy has been included in the L2 reading model. L2 reading research in the 1980s and the 1990s often entertained the notion that having relevant background knowledge would facilitate reading comprehension (e.g., Carrell, 1987;Floyd & Carrell, 1987;Hauptman, 2000;Hudson, 1982;Johnson, 1981;Taglieber, Johnson, & Yarbrough, 1988;Tudor, 1986Tudor, , 1988. Shibasaki (2005) indicated that background knowledge was a significant predictor of situation model construction, which sug-gested that having relevant knowledge would facilitate reading comprehension, just as in L1 reading (e.g., Takahashi, 1996).…”

Section: Relationship Between L1 Literacy and L2 Reading Abilitymentioning

confidence: 99%

English Reading Comprehension by Japanese High School Students: Structural Equation Modeling including Working Memory and L1 Literacy

Shibasaki¹,

Tokimoto²,

Ono³

et al. 2015

OJML

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The present study aims to build a model of second language (L2) reading, taking into account working memory capacity and first language (L1) literacy as variables within structural equation modeling (SEM). In this study, a total of 120 Japanese L1 high school students were given a series of tests: 1) English reading span tests, 2) English vocabulary size tests, 3) English grammar tests, 4) Japanese literacy tests, and 5) two kinds of English reading tests. One of the English reading tests was on a general topic, and the other required specific background knowledge to control for the effects of topic familiarity. SEM revealed that L2 working memory, L2 grammatical knowledge, and L2 vocabulary knowledge significantly predicted general L2 reading, while general L2 reading, along with L1 literacy, was the significant predictor of L2 reading on a specific topic. Furthermore, L1 literacy predicted L2 vocabulary knowledge, and skilled L1 readers excelled at creating situation model for L2 reading comprehension, even when they lacked topical knowledge. The present study presents a more refined model of L2 reading comprehension, which accounts for L1 literacy and working memory more comprehensively than previous research has.

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“…No study has examined the effect of PK on the quality of recall in L2, but a number of studies clearly demonstrate that PK increases the quantity of L2 recall, facilitates L2 question answering, and allows readers to ignore irrelevant information (Barry & Lazarte, 1995; Carrell, 1983; Schmidt-Rinehart, 1994; Taglieber, Johnson, & Yarbrough, 1988; Tudor, 1988; Tyler, 2001). The present study will assess readers’ memory for text to determine whether they show a centrality deficit when reading L2 passages relative to L1 passages, and if they do, whether PK of the passage topic can help readers compensate for such a deficit.…”

Section: Prior Knowledgementioning

confidence: 99%

Understanding the centrality deficit: Insight from foreign language learners

Miller

Keenan

2010

Mem Cogn

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This study replicates and extends a phenomenon in the text memory literature referred to as the centrality deficit (Miller & Keenan, 2009). It examined how reading in a foreign language (L2) affects one’s text representation and ability to recall the most important information. Readers recalled a greater proportion of central than peripheral ideas regardless of whether reading in their native language (L1) or L2. Nonetheless, the greatest deficit in participants’ L2 recalls compared to L1 recalls was on the central, rather than peripheral, information. This centrality deficit appears to stem from resources being diverted from comprehension when readers have to devote more cognitive resources to lower level processes (e.g., L2 word identification and syntactic processing) because the deficit was most evident among readers who had lower L2 proficiency. Prior knowledge (PK) of the passage topic helped compensate for the centrality deficit. Readers with less L2 proficiency who did not have PK of the topic displayed a centrality deficit relative to their L1 recall, but this deficit dissipated when they did possess PK.

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A comparative study of the effect of two pre-reading formats on L2 reading comprehension

Cited by 4 publications

References 25 publications

Iranian EFL learners' attitudes towards using pre- vs. post-questioning techniques in the comprehension of nonfiction texts

Iranian EFL learners' attitudes towards using pre- vs. post-questioning techniques in the comprehension of nonfiction texts

English Reading Comprehension by Japanese High School Students: Structural Equation Modeling including Working Memory and L1 Literacy

Understanding the centrality deficit: Insight from foreign language learners

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