Second Language Reading: Reading Ability or Language Proficiency?

Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis

“…The contention is that the role of L2 knowledge should be significant in L2 reading and be bigger than that of L1 reading in L2 reading comprehension to support the threshold hypothesis. Otherwise, the data may support the linguistic interdependent hypothesis which posits that L2 reading is like L1 reading at the fundamental core because knowledge of L1 reading can be transferred to L2 reading across L2 proficiency levels (Alderson, 1984;August, 2006;Bernhardt & Kamil, 1995;Carrell, 1991;Jiang, 2011). Of note is that the first method of data analysis and interpretation provides only the potential existence of a threshold level, with no indication of a hypothetical threshold level in L2 reading, let alone an actual level of a language threshold.…”

“…The transferability of L1 reading to L2 reading has been discussed with the center of the short-circuit hypothesis or the threshold hypothesis (Alderson, 1984;Clarke, 1980). Regardless of the crucial importance of the threshold hypothesis in L2 reading, empirical studies to test the hypothesis have been regrettably limited and the findings, to date, have been surprisingly conflicted each other (Ardasheva et al, 2011;August, 2006;Bernhardt & Kamil, 1995;Bossers, 1991;Carrell, 1991;Jiang, 2011;Lee & Schallert, 1997;Park & Chae, 2000;Pichette et al, 2003;Taillefer, 1996). The conflicting findings might be in part attributable to L2 readers' native language that was intricately interwoven with other confounding variables including proficiency level, reading task, and learning context, and in part attributable to the lack of research methods used to test the hypothesis.…”

“…(p. 4) In other words, lack of L2 linguistic knowledge "short circuits," or interferes with transferring well developed L1 strategic knowledge to L2 reading comprehension (Clarke, 1980). In order to investigate the notion of the threshold hypothesis, researchers have entertained the idea of a "reading problem" or a "language problem" as a way of understanding L2 reading (Alderson, 1984;Carrell, 1991). Three different methods of data analysis and interpretation have been utilized to examine the existence of the hypothesis.…”

“…For instance, by introducing the insightful formula of "L2 reading = L1 reading + L2 proficiency level, " Carrell (1991) investigated the role of reading ability and language proficiency in L2 reading comprehension using 45 English learners of Spanish speakers in levels 3, 4, and 6, and 75 Spanish learners of English speakers in levels 2, 3, and 4. Each group was asked to answer multiple choice questions after reading two English reading passages and two Spanish reading passages.…”

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

“…First, they had high motivation to develop their reading skills to obtain a high score on an internationally authorized English test (i.e., TOEFL or TOEIC) to enhance their application for pharmaceutical college. Second, their reading proficiency level was considered important to avoid linguistic threshold issues which note a minimum level of L2 language competence required for effective use of strategies (Carrell, 1991;Grabe & Stroller, 2002) and think-aloud procedures (McKeown & Gentilucci, 2007). As the TOEIC RC scores (Table 1) A pursuer of the big picture.…”