Connections between First- and Second-Language Reading

Abstract

This study builds upon previous research examining the relationship between first-language (L1) reading, second-language (L2) knowledge, and L2 reading. The unique contributions of L1 reading, L2 vocabulary, and L2 grammatical skill to L2 reading scores are investigated along with whether or not the contributions differ by course level. Subjects included 131 students (88 beginners and 43 upper level) enrolled in French at the U.S. Air Force Academy. Data were analyzed using multiple regression. Two programs were run for each subject group because L1 reading was measured using two different tests-recall protocols and the comprehension portion of the Nelson Denny Test. All of the independent variables contributed significantly for beginners, but did so for the upper level subjects only when L1 protocols were used as the reading measure. Typically, L1 reading contributed substantially, particularly for the upper level group, supporting Cummins's (1981) Hypothesis. This study demonstrates the importance of L1 reading and L2 knowledge to L2 reading comprehension.The purpose of this study was to build upon previous research examining the relationship between first-language (L1) and second-language (L2) reading comprehension. In recent years, increased discussion has centered around this connection. According to Hultsijn (1991), insights into the relationship are important for two main reasons. First, an enhanced grasp of the connections between LI and L2 reading will further theoretical understanding of both the LI and L2 reading processes. Both LI and L2 reading research would benefit if links could be established between LI and L2 reading theories. Second, instructors could apply new insights in the aid of L2 learners with reading problems. Should L2 readers be instructed to 565 566 Journal of Reading Behavioruse LI reading strategies? Should they study more L2 vocabulary and grammar? More research into the relationship between LI and L2 reading is needed before these questions can be answered (Hultsijn, 1991).The issue of LI and L2 reading connections came to the fore when Alderson (1984) posed the widely quoted question asking whether L2 reading is a language problem or a reading problem. Bernhardt and Kamil (1995) comment, "the question implies that its answer lay in an examination of second language linguistic/ grammatical knowledge apart from an examination of first language reading skill" (pp. 1-2). The present study contends that the contributions of LI reading, L2 vocabulary knowledge, and L2 grammatical ability to L2 reading comprehension need to be examined in order to gain increased understanding of the L2 reading process.Cummins 's (1981) Interdependence Hypothesis maintains that experience with either the LI or the L2 can promote development of the capacities underlying both languages. According to Cummins (1981), literacy skills can transfer, given sufficient motivation and exposure to the L2.An abundance of research on language transfer supports Cummins's (1981Cummins's ( , 1991 Interdependen...

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