The role of L1 literacy and reading habits on the L2 achievement of adult learners of English as a foreign language

Artieda, Gemma

doi:10.1016/j.system.2017.03.020

Cited by 24 publications

(24 citation statements)

References 21 publications

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“…Nevertheless, parents of young second-language learners should be encouraged to frequently read stories to their children in their first language for two reasons: First, it has been shown that SES differences in parental input are reduced in book-reading contexts (e.g., Hoff-Ginsberg, 1991). Second, children’s overall narrative skills will improve, which will have a positive impact on their later school achievement in their second language as well (e.g., Artieda, 2017).…”

Section: Discussionmentioning

confidence: 99%

Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds

et al. 2018

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Phonological working memory capacity, vocabulary size, and narrative competence are important skills in children's L1 and L2 acquisition, which may vary as a function of their language background and socioeconomic status (SES). We investigated test data of 56 typically developing 4-year-old kindergarten children from two SES and two language backgrounds: 29 children (15 higher SES, 14 lower SES) were monolingual German-speaking, and 27 children (14 higher SES, 13 lower SES) were successive Turkish-German bilinguals. The tests comprised a non-word repetition task testing phonological working memory, receptive vocabulary tests (in L1 and L2), and a narrative task. We investigated the effects of SES and language background on children's test performance. Results indicate that SES was a highly significant factor for phonological working memory and vocabulary in the monolingual children, but not in the bilingual children. Although the items of the non-word repetition task followed German phonotactic structure, lower SES (LSES) L2 children did not differ significantly from their monolingual LSES peers, demonstrating that there was no bilingual working memory disadvantage in the LSES group. A significant effect of language background was found for German vocabulary and for all categories of narrative competence, but only two slight SES effects on narrative competence. Significant correlations were found between phonological working memory and vocabulary as well as between vocabulary and narrative competence, but not between phonological working memory and narrative competence. Results suggest that phonological working memory and narrative competence are different domains of language awareness, and that vocabulary may act as the central variable mediating between them.

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Section: Discussionmentioning

confidence: 99%

Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds

et al. 2018

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“…Literasi juga merupakan sumber daya mendasar yang sangat berkorelasi dengan pencapaian pendidikan yang secara umum menggunakan informasi cetak dan tulis untuk berfungsi dalam masyarakat, untuk mencapai tujuan seseorang, dan untuk mengembangkan pengetahuan dan potensi seseorang untuk mencapai tujuan yang diinginkan dalam interaksi yang tak terhitung jumlahnya yang membentuk kehidupan sehari-hari (Nguyen et al, 2017). Pernyataan Nguyen dkk diperkuat Artieda (2017), bahwa strong literacy skills are essential in all walks of life: from health to work and from school to social life, people with low levels of literacy are more likely to suffer poor health and unemployment, as well as school dropout and an increased risk of poverty. Dengan demikian, kegiatan literacy membaca buku sangat berimplikasi terhadap pencapaian tujuan yang diinginkan dalam kehidupan sehari-hari, mulai dari kesehatan, pekerjaan dan tingkat Pendidikan.…”

Section: Hasil Dan Pembahasanunclassified

Penguatan wawasan kebangsaan generasi muda melalui kegiatan tadarus buku

Bahri

Sapriya

Halimi

2018

civ.

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Saat ini penguatan wawasan kebangsaan masih terpusat di persekolahan melalui pembelajaran Pendidikan Kewarganegaraan. Namun sebenarnya penguatan wawasan kebangsaan bagi generasi muda bisa melalui komunitas, salah satunya yaitu komunitas Asian African Reading Club dengan kegiatan utamanya yaitu tadarus buku. Penelitian ini bertujuan untuk menggali dan menganalisis kegiatan tadarus buku dalam menguatkan wawasan kebangsaan bagi generasi muda. Pendekatan yang digunakan dalam penelitian ini yaitu kualitatif dengan metode studi kasus. Pengumpulan data melalui teknik wawancara, observasi, studi dokumentasi dan studi literature. Analisis data meliputi reduksi data, penyajian data dan penarikan kesimpulan/verifikasi. Temuan penelitian ini menunjukkan bahwa kegiatan tadarus buku dapat memperkokoh wawasan kebangsaan bagi generasi muda, hal tersebut dikarenakan buku-buku yang dibaca bertemakan kebangsaan dan adanya kekuatan dari narasumber dalam mendiskusikan terkait dengan topik yang sudah dibaca oleh peserta tadarus buku.---------------------------------------------------------------------------------------------------------------------------------------Strengthening the insight into the national generation of the young generation through reading book activities (Tadarus)At present, the strengthening of nationalism is still centered in schooling through the learning of Citizenship Education. But actually strengthening the national insight for the younger generation can be done through the community, one of which is the Asian African Reading Club community with its main activity is book tadarus. This study aims to explore and analyze reading book activities (Tadarus) in strengthening national insight for the youth. The approach used in this study is qualitative with a case study method. Data collection through interviews, observation, documentation studies, and literature studies. Data analysis includes data reduction, data presentation, and conclusion/verification. The findings of this study indicate that reading book activities (Tadarus) can strengthen national insight for the youth because books are read with the theme of nationality and the power of the speakers in discussing related topics that have been read by participants.

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“…This is in line with Gilakjani and Sabouri's (2016) statement that reading also helps extend the development of learner's various academic tasks. Meanwhile, Artieda (2017) suggests that to become successful L2 learners, they need to acquire L1 literacy, especially for adults. In other words, adult reading habits in L1 support their L2 acquisition at intermediate levels of proficiency (Artieda, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, Artieda (2017) suggests that to become successful L2 learners, they need to acquire L1 literacy, especially for adults. In other words, adult reading habits in L1 support their L2 acquisition at intermediate levels of proficiency (Artieda, 2017).…”

Section: Introductionmentioning

confidence: 99%

Is College Students' Reading Habit Truly Related to Their Writing Ability?

Winiharti

Suprato

2020

Humaniora

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The research aimed to describe college students’ reading habits and find the relationship between their reading habits and their writing ability. The data were collected from 50 non-English Department students who took English subject whose content was English language skills, including reading and writing. A questionnaire about reading habits was created and distributed to these students. Then in the classroom, they were assigned to write an essay about a topic they like twice. The analysis was done by analyzing the questionnaire’s results on reading habits, then comparing these results with writing scores using a statistical program, SPSS. The findings show that generally, more than half of the respondents usually read, even though they do not read quite often. Most students think that reading contributes to writing, especially in vocabulary and gathering ideas. However, their reading habits do not have a correlation with their writing ability.

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The role of L1 literacy and reading habits on the L2 achievement of adult learners of English as a foreign language

Cited by 24 publications

References 21 publications

Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds

Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds

Penguatan wawasan kebangsaan generasi muda melalui kegiatan tadarus buku

Is College Students' Reading Habit Truly Related to Their Writing Ability?

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