A Review of L1 and L2/ESL Word Integration Skills and the Nature of L2/ESL Word Integration Development Involved in Lower‐Level Text Processing

Fender, Michael

doi:10.1111/0023-8333.00157

Cited by 45 publications

(51 citation statements)

References 106 publications

(419 reference statements)

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“…Die genannten Faktoren spielen auch beim fremdsprachlichen Lesen eine Rolle (Ying 1996, Fender 2001, Williams 2006, und zwar auf zweierlei Art: Zum einen entwickeln Lernende im Laufe des Fremdspracherwerbs auf der Basis des fremdsprachlichen Inputs immer mehr und immer automatisiertere Satzverstehensverfahren, die der Fremdsprache adäquat sind. Das entscheidende Kriterium dafür dürfte die Sprachkompetenz des Lesers/der Leserin in der Fremdsprache sein.…”

Section: Satzverstehen In Der L1 Und Der Fremdspracheunclassified

Das Verständnis grammatischer Strukturen beim Lesen in Deutsch als Fremdsprache: Ergebnisse einer empirischen Untersuchung

Kaiser

Peyer

Berthelé

2010

ZFGL

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This paper presents an overview of the results from the research project -The psycholinguistics of a grammar for reading German‖ which has been carried out at the University of Fribourg/Freiburg (CH). The project is based on the idea that the most natural and direct way to multilingualism starts with receptive competence in a third language. In the context of research into European intercomprehension, it investigates Italian and French students' grammatical problems while reading in German as an L3 or L4. To achieve this aim, we worked with especially developed experimental designs. The main research instrument was a reading test which consisted of encyclopaedia articles on imaginary animals. By way of these articles seven grammatical structures of German were tested for their receptive difficulty, with a particular focus on grammatical structures that are traditionally deemed to be ‗difficult' for learners of German as a second/foreign language. This general opinion, however, is based on teachers' experience and/or production evidence and not on a systematic investigation of comprehension processes. Further research instruments were a German placement test as well as a self-evaluation of the students' competences of reading in other foreign languages. In addition to that, oral translation exercises into the L1 of the participants were carried out which helped to gain further insight into the process of reading comprehension.In our paper, we will discuss under what circumstances certain grammatical structures pose problems to readers at various levels of language proficiency. On the basis of oral translation protocols, of general cognitive (language) processing mechanisms, and the structure of the German language, tentative explanations will be given as to why certain sentences/structures are more difficult to understand than others and why some structures do not seem to be a problem at all. The results of the study allow fine-grained insights into the impediments (or their absence) particular structures represent for in-depth comprehension of German texts at various levels of competence.

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Section: Satzverstehen In Der L1 Und Der Fremdspracheunclassified

Das Verständnis grammatischer Strukturen beim Lesen in Deutsch als Fremdsprache: Ergebnisse einer empirischen Untersuchung

Kaiser

Peyer

Berthelé

2010

ZFGL

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“…Fender (2001), por exemplo, ao investigar a natureza e o desenvolvimento das habilidades fluentes de integração da palavra em L2 no processamento do texto a nível ascendente, também defende um modelo de competência lexical mais amplo que envolva não só uma dimensão de conhecimento mais também de uso. Schmitt (1998), Schmitt e Meara (1997) apontam, entretanto, a dificuldade em se usar de forma prática essa abordagem qualitativa para o ensino e a aquisição de vocabulário, uma vez que ela geralmente se baseia em listas de conhecimento de vocabulário puramente descritivas e não auto-explicativas.…”

Section: Introdução Introdução Introdução Introdução Introduçãounclassified

Modelo de competência para ambiente hipermídia

Souza¹

2006

Rev. Est. Ling.

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The present literature on the use of computer in foreign language classroom points out the important role hypermedia plays to lexis teaching and learning in a foreign language. However, there aren't studies which address aspects of knowledge or competences required for lexis learning mediated by hypermedia, so that it can be more significant and efficient. Considering that, the present work is aimed at discussing a proposal of a lexical competence model for hypermedia environment, offering, in this way, theoretical support to teachers and researchers in lexis teaching and learning in this new scenery. KeywordsLexical competence, Hipermedia, Foreign language ResumoA literatura atual sobre o uso do computador na sala de aula de língua estrangeira aponta o papel importante da hipermídia para o ensino/aprendizagem do léxico em língua estrangeira. Entretanto, são poucos os estudos que focam os aspectos do conhecimento ou competências necessários para o aprendizado do léxico mediado pela hipermídia, de forma que este seja mais eficiente e significativo. Nesse sentido, o presente trabalho objetiva

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“…In addition, grammatical knowledge has been claimed to be important in L2 reading as it helps to build coherence and establish "propositional meanings" (Fender, 2001;Kintsch, 1998) and monitor reading comprehension (Grabe, 2005).…”

Section: Grammatical Knowledge and L2 Readingmentioning

confidence: 99%

“…Third, understanding word meanings is a prerequisite to applying the knowledge of sentence structure/grammatical knowledge in interpreting the meaning of the sentences and propositions in the text (Fender, 2001(Fender, , 2003Kintsch, 1998Perfetti & Stafura, 2014). The ability to recognise words in a text is fundamental for further word integration process during reading.…”

Section: The Contribution Of Vocabulary and Grammatical Knowledge In mentioning

confidence: 99%

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The effect of reader knowledge and textual features on second-language reading outcomes in an Indonesian EFL context

Sahiruddin¹

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Vocabulary and sentence-level grammar skills are the bedrock on which fluent L2 reading skills rest. The importance of vocabulary knowledge in particular is self-evident-texts consist of words-but the actual contribution that individual differences in vocabulary knowledge make to L2 reading outcomes seems to vary. Greater vocabulary knowledge, as reflected in the basic dimension of size, correlates strongly with better reading outcomes (Laufer, 1992;Qian, 1999Qian, , 2002, but there are also studies that show little, or no, link between the two (Yamashita, 2013). The inconsistency is due to differences in target population, task, setting and other study-specific factors. It may also reflect the difficulty of the text relative to the readers' proficiency level. This study examines the relationship between L2 reading outcomes and reader based vocabulary and grammar knowledge as it is moderated (Hayes, 2013) by the text based features of lexical difficulty and syntactic complexity. By examining the potential interaction between reader knowledge and text demands, the study provides a more refined picture of the factors affecting reading outcomes, with a specific focus on vocabulary size, alone and in combination with sentence-level grammatical knowledge. The latter is also a potential moderating factor on the link between vocabulary knowledge and reading outcomes. Findings for RQ1 showed vocabulary knowledge was a stronger predictor than grammatical knowledge. This replicates previous studies showing the importance of vocabulary knowledge in explaining variation in L2 reading Zhang, 2012;Yamashita, 1999) and is at odds with other studies (Shiotsu & Weir, 2007;Shiotsu, 2010).Findings for RQ2 showed that lexical difficulty, as indexed by lexical frequency, accounted for more variation in reader outcomes than syntactic complexity. This finding supports previous findings (Brown, 2013;Eslami, 2014; Twessi, 1998). For RQ3 there was a mean interaction effect between lexical frequency and reader vocabulary knowledge such that the relationship between vocabulary and L2 reading for high lexical frequency texts was stronger than for low lexical frequency texts, but the effect was not statistically significant.There was no effect for differences in text syntactic complexity. The results also showed that text lexical frequency significantly moderated the relationship between reader grammatical knowledge and L2 reading, such that the relationship between grammatical knowledge and L2 reading for high lexical frequency texts was significantly greater than for low lexical frequency texts. Given the absence of significant interaction between vocabulary knowledge and lexical frequency, the sample was split into high and low vocabulary size groups (30% each) to see if more distinct proficiency differences would yield significant differences for lexical frequency effects. The subgroup analysis did not yield different results, though it did show that the grammatical knowledge-lexical frequency interaction evident in the complete ...

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A Review of L1 and L2/ESL Word Integration Skills and the Nature of L2/ESL Word Integration Development Involved in Lower‐Level Text Processing

Cited by 45 publications

References 106 publications

Das Verständnis grammatischer Strukturen beim Lesen in Deutsch als Fremdsprache: Ergebnisse einer empirischen Untersuchung

Das Verständnis grammatischer Strukturen beim Lesen in Deutsch als Fremdsprache: Ergebnisse einer empirischen Untersuchung

Modelo de competência para ambiente hipermídia

The effect of reader knowledge and textual features on second-language reading outcomes in an Indonesian EFL context

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