Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition Through Reading (original) (raw)
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Cognitive skills in the reading process: a review
Journal of Research in Reading, 1979
Some current problems in reading, as viewed by cognitive psychology, are discussed around a summary of a symposium on Reading and Lexical Access held ac, part of the International Conference on Practical Aspects of Memory (Gruneberg, Morris arid Sykes, 1978).The analysis of component processes in reading, and the analysis of reading dynamics provide apparently opposing approaches to the study of reading, but they often lead to similar conclusions about reading behaviour and are seen here to be complementary approaches.Prompted by the discussion of phonological mediation in a number of the papers we are led to the conclusion that whereas phonological reading can be observed to be used on some occasions, it is not necessaryfor word recognition and reading. Three hypotheses of its use by skilled readers are suggested—for sequential attention control, for the generation of a working memory code, and for the resolution of ambiguity by prosodics. The beginning reader may have a further use in gaining a spoken representation, and therefore recognition, of new words.Les skills cognitifs dans le processus de la lecture: une revue.Cette revue, qui s'occupe de quelques problémes courants de la lectutre vus par la psychologie cognitive, se base sur un colloque,‘La Lecture et l'Accés Lexical’qui faisait partie de la Conférence Nationale sur les Aspects Pratiques de la mémoire. Les débats de la Conférence seront publiés prochainement (Gruneberg, Morris et Sykes, 1979).Deux façons d'aborder l'analyse psychologique du processus de la lecture semblent ressortir des conférences données au colloque, et bien que les différences aient l'air d'étre distinctes, on peut se demander si elles s'excluent l'une l'autre, ou si elles réagissent réciproquement et sont méthodes l'une de l'autre. Ces deux méthodes qu'on suppose opposées s'occupent, d'une part, de ce qu'on peut appeler l'analyse des processus composants, et, d'autre part, de ce qu'on peut appeler l'analyse de la dynamique de la lecture. Tandis que la premiére méthode permet l'identification des sous-skills de lecture, la deuxiéme souligne l'observation de la lecture-libre et compte sur la manipulation du contenu du texte pour produire des différences en compréhension. Pendant le colloque, il est ressorti que l'une et l'autre de ces méthodes sont nécessaires pour une enquéte approfondie du processus de la lecture.Plusieurs conférences données au colloque se sont rapportées aux questions suivantes: que lit-on et comment le mot imprimé trouve-t-il accés au lexique du lecteur? (Comment mémorise-t-il le sens des mots?) Ces questions sont d'importance non seulement pour le psychologue cognitif, mais aussi pour les enseignants de la lecture et pout les théoriciens pédagogiques. Accés au lexique, et reconnaissance du sens, peuvent procéder dirertement du stimulus visuel, ou peuvent procéder à travers le code médiat d'une transformation phonologique. Barron, dans son rapport,‘Reading Skill and Phonological coding in lexical access’(Skill de lecture et le codage phonologique dans l'accés au lexique), a montré que dans un groupe de lecteurs ágés de 11-12 ans, c'était l'éléve habile en lecture qui employait le codage phonologique, mêmé dans un travail de lecture oh cette forme de médiation n'était pas essentielle. Par contre, Holt et Underwood,‘Laterality, lexicon and discrimination’(Latéralité, lexique et discrimination) et Underwood, Parry et Bull, ‘Simple reading tasks are influenced by unattended context’(Des travaux de lecture simples sont influencés par le contexte inattendu) ont apporté des éléments qui tendraient á prouver que les éléves habiles en lecture peuvent accepter l'information imprimée sans produire un code phonologique. Rayner, ‘Semantic rocessing of words; foveal and parafoveal differences in reading’(La trans Pormation sémantique des mots: les différences fovéales et parafovéales en lecture) a suggéré que les effets de l'information sémantique dans le parafovea de la vision sont limités, et Kennedy,‘Eye movement and the intégration of semantic information during reading’(Les mouvements oculaires et l'intégration de l'information sémantique pendant la lecture) a étudié les effets sur des mouvements oculaires de la variation de la fréquence conjointe des associés dans des phrases, arrangés deux par deux, qui comprennent des relations anaphoriques. Le contrôle des mouvements oculaires pendant la lecture parait dépendre des rapports entre les sens des mots dans le texte. L'expérience dont Sanford, Garrod et Bell ont rendu compte,‘Aspects of memory dynamics in text comprehension’(Aspects de la dynamique de la mémoire dans la compréhension textuelle) a développé p'étude des relations anaphoriques dans la prose, et a suggéré que les relations des mots sont manipulées pendant la lecture par un schema médiat. Tandis que les lecteurs compétents démontrent un rapport intime entre l’apprtciation du langage et l'extraction d'information du texte imprimé dans de telles expériences, ce rapport ne se trouve as chez des lecteurs jeunes. Lunzer, ‘Short term memory and reading, ltage I’(La mémoire a court terme et la lecture, Stage 1) n'a trouvé qu'une petite corrélation entre des tests de langage et la lecture chez des enfants âgés de 5-6 ans.Bien que beaucoup des conférences données au colloque aient employé le modéle de la transformation de l'information dans l'analyse des aptitudes de lecture, ce modèle présente un désavantage, en ce qu'il peut cacher les intentions et les épreuves du lecteur dans un dédale de mécanismes. Marcel,‘Prerequisites for a more applicable psychology of reading’(Pré-conditions indispensables pour une psychologie plus applicable de la lecture) a mis en question I'emploi de ce type de modèle dans les recherches sur la lecture et a douté de son utilité et de sa validité, surtout sur le principe qu'à son avis, il n'est pas capable de suggérer un remède.La discussion de la médiation phonologiqur dans un nombre des conférences nous mène à conclure que, tandis qu'on prut observer que le recodage phonologique est quelquefois employé, il n'est pas nécessaire pour reconnaître des mots ni pour lire. Voici trois hypothéses de l'usagr qu'en font des lecteurs compétents—pour contrôler I'attention séquentielle, pour produire un code de mémoire opérant et pour résoudre des ambiguités par la prosodie. Le débutant peut en trouver encore un usage en acquérant une représentation parleé des mots nouveaux, et donc leur reconnaissance.
Extending the compensatory model of second language reading
System, 2012
proposed a compensatory model of second language reading. This model predicted that 50% of second language (L2) reading scores are attributed to second language knowledge and first-language (L1) reading ability. In this model, these two factors compensate for deficiencies in each other. Although this model explains a significant portion of L2 reading, much remains unknown. In particular, the compensatory model does not specify the relative contributions of strategic knowledge or background knowledge in L2 reading. Consulting the extant L2 reading literature, this paper proposes a model of second language reading, extending the compensatory model of second language reading. The proposed model predicts the shifting contributions to L2 reading of L2 language knowledge, L1 reading ability, strategic knowledge, and background knowledge. The paper concludes by offering a framework to investigate the explanatory power of the proposed model.
Prediction Processes in Good and Poor Readers
1977
The purpose of this study was to dr,eraine whether good and poor readers of the same age levels differed in their performance on,a task which required the integration of semantic-syntactic. and grapho-phonic information. Fifteen fourth grade gcod readers, 15 faurth grade poor readers, and 15 second grade good readers read six sentences that had one word missing and tried to respond with designated high and low frequency "target" words. t'airs of the sentences bad high, moderate, or poor context clues to the missing words. As the subjects tried.to elicit the target words, they were given graphic clues (first and succeeding letters in the target word) until they gave tha correct response. The proportion of the total word that was necessary to achieve recognition was the basic unit of analysis; these response data indicate no appreciable differences between older poor readers and the younger good readers. Contextual richneis and word frequency affected performances in all groups, but to different degrees. Many skilled readers used graphic information in conjunction with contextual constraints (semantics and synt4x) more effectively than the less, skilled readers. (RL)
Reading and Incidental Vocabulary Acquisition.pdf
Lokratna, Vol. XI (2), 2018
The literature pertaining to incidental vocabulary acquisition has invariably highlighted the role of L2 readingin the lexical development of language learners.A good number of studies have already been conducted to examine the effects of extensive reading, graded readers, and authentic texts in this regard in EFL contexts.However, the present study under the spectrum of incidental vocabulary acquisition investigated the possible acquisition of six selected aspects of target word knowledge from reading of three teacher-prepared texts (graded).In order to dissuade the participants, ninety Odia ESL learners of class XI, from paying attention to the individual words and working on them for meaning, the nature of reading was kept meaning-focused. Soon after the reading they were administered an immediate post-test. The descriptive analysis of the data suggests that a significant amount of learning, in terms of acquisition of the target word properties,occurred from meaning-focused reading.The findings suggest that learners’ ability to recognize and produce the target words in meaningful contexts was effective. Moreover, it was observed that some aspects of word knowledge couldeasily be acquired before other aspects. Hence further research can be conducted to explore patterns of L2 lexical development in ESL learners from reading.
Journal of Research in Reading, 15, 95-103, 1992
Reading in a foreign language is believed to be both a reading problem and an L2 problem. It is still unclear, however, how the two factors interact in determining the reading results in L2. The study investigates how L2 reading is affected by L2 proficiency as reflected in the learners' lexical level on the one hand and by hidher general academic ability (including the reading ability in Ll) on the other hand. Sixty four EFL learners took part in the study. For each subject, three scores were compared: vocabulary size in L2, general academic ability, and L2 reading. The results show that 1. with vocabulary size of fewer than 3000 word families (5000 lexical items), no amount of general ability will make the learner read well; 2. with vocabulary size of 5000 word families (8000 lexical items), reading in L2 will be satisfactory whatever the general ability; 3. with vocabulary size of 3000-4000 word families (about 5000-6500 lexical items), L2 reading may or may not be influenced by general ability. Practical implications of the results are suggested.
Language Constraints and the Functional Stimulus in Reading. Technical Report No. 194
1980
Results, from studies of 'language identification in noise and -of word identification from-tadhistoscopic presentation cl:=-A.y-ilidicate that contextual information.pan,be used to 'facilitate word'identifiCation under inadequate stimulus conditions. -Sit these. results do 7not :provide-strong, evidence that such an interaction is occurring during normal reading. Other forms of evidence using tasks more similar to reading (proofreading errors and errors in, reading aloud-) produce the same :dilemma. Three aspects Otf perception have been identified that -miOlt be affected tby4 oontextual information:'where the eyes are sent, the visual region attended.to,, an&the visual information within that region that is used for 'reading.-But,studiesthat have investigatedperceptiondlirino reading are -riot definitive oWt.hese .issues: and there Currently appears to be evidence vidence that the contextual_ information environment exert& control over what visual information is used in reading, 'that,is, ever the functional stimulusk In fact, subjects appear to be responding to considerable"visaal,detail of words that ai,e,almost completely constrained by their prior context. From present evidence, then,. it seems quite possible that Contextual facilitation is' not Achieved by reducing the amount of visual infOrmatiOn a reader acquires from individual words. (n)
Contextual Word Learning During Reading in a Second Language
Studies in Second Language Acquisition, 2017
Reading affords opportunities for L2 vocabulary acquisition. Empirical research into the pace and trajectory of this acquisition has both theoretical and applied value. Charting the development of different aspects of word knowledge can verify and inform theoretical frameworks of word learning and reading comprehension. It can also inform practical decisions about using L2 readings in academic study. Monitoring readers’ eye movements provides real-time data on word learning, under the conditions that closely approximate adult L2 vocabulary acquisition from reading. In this study, Dutch-speaking university students read an English expository text, while their eye movements were recorded. Of interest were patterns of change in the eye movements on the target low-frequency words that occurred multiple times in the text, and whether differences in the processing of target and control (known) words decreased overtime. Target word reading outside of the familiar text was examined in a pos...