東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The influence of cross-linguistic in...

Rodriguez, Astrid Sussette.

FindBook

Google Book

Amazon

博客來

The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language./
作者:	Rodriguez, Astrid Sussette.
面頁冊數:	190 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426816
ISBN:	9781124290706

The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language.
Rodriguez, Astrid Sussette.

The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language. - 190 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--City University of New York, 2010.

Developing literacy and language proficiency in English is essential to thrive in school and in the workforce in American society. Research on cross-linguistic influences on text-level skills is scant, especially studies investigating reading comprehension among language-minority adults. The present study investigated the effects of cross-linguistic input and second language proficiency on second language reading comprehension among Spanish-speaking adults enrolled in English as a Second Language (ESL) classes at a community college in New York City. The main research question was whether language-minority adults would comprehend printed text better if they read it in Spanish (L1) followed by English (L2) than if they read the text twice only in English. An experimental study using a 2 (lower L2 proficiency vs. higher L2 proficiency) x 2 (think-aloud vs. no think-aloud) x 2 (Spanish/English vs. English/English) crossed factorial design was conducted. Eighty students were randomly assigned to the Spanish/English or English/English reading conditions within each L2 proficiency level and think-aloud conditions. Reading comprehension was assessed via a verbal recall task, eight open-ended questions, and a 43-item cloze task. The results revealed that students with lower L2 proficiency benefitted substantially from reading the text in both languages as evident by their performance on the recall and Q&A reading comprehension tasks. In contrast, L1 input did not provide an added advantage over reading the text twice in English for students with higher L2 proficiency. A reactive effect to the think-aloud procedure was found for students with lower L2 proficiency on the Q&A and cloze tasks. On the Q&A task, among those who completed the think-aloud procedure, students who read the text in both languages outperformed students who read the text only in English. On the cloze task, students who did not perform the think-aloud procedure outperformed students who did the think-aloud. In addition, it was found that the reading comprehension assessment methods had a differential effect on students' ability to demonstrate the degree to which they comprehended the text. Results showed that performance was lowest on the recall task across all groups. Other findings and implications are discussed.

ISBN: 9781124290706Subjects--Topical Terms:

1030294
Education, English as a Second Language.

The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language.
LDR:03539nam 2200349 4500 001 1393749
005 20110406093047.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124290706
035 $a (UMI)AAI3426816
035 $a AAI3426816
040 $a UMI $c UMI
100 1 $a Rodriguez, Astrid Sussette. $3 1672319
245 1 4 $a The influence of cross-linguistic input and L2 proficiency on L2 reading comprehension among Spanish-speaking adults learning English as a second language.
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Linnea C. Ehri.
502 $a Thesis (Ph.D.)--City University of New York, 2010.
520 $a Developing literacy and language proficiency in English is essential to thrive in school and in the workforce in American society. Research on cross-linguistic influences on text-level skills is scant, especially studies investigating reading comprehension among language-minority adults. The present study investigated the effects of cross-linguistic input and second language proficiency on second language reading comprehension among Spanish-speaking adults enrolled in English as a Second Language (ESL) classes at a community college in New York City. The main research question was whether language-minority adults would comprehend printed text better if they read it in Spanish (L1) followed by English (L2) than if they read the text twice only in English. An experimental study using a 2 (lower L2 proficiency vs. higher L2 proficiency) x 2 (think-aloud vs. no think-aloud) x 2 (Spanish/English vs. English/English) crossed factorial design was conducted. Eighty students were randomly assigned to the Spanish/English or English/English reading conditions within each L2 proficiency level and think-aloud conditions. Reading comprehension was assessed via a verbal recall task, eight open-ended questions, and a 43-item cloze task. The results revealed that students with lower L2 proficiency benefitted substantially from reading the text in both languages as evident by their performance on the recall and Q&A reading comprehension tasks. In contrast, L1 input did not provide an added advantage over reading the text twice in English for students with higher L2 proficiency. A reactive effect to the think-aloud procedure was found for students with lower L2 proficiency on the Q&A and cloze tasks. On the Q&A task, among those who completed the think-aloud procedure, students who read the text in both languages outperformed students who read the text only in English. On the cloze task, students who did not perform the think-aloud procedure outperformed students who did the think-aloud. In addition, it was found that the reading comprehension assessment methods had a differential effect on students' ability to demonstrate the degree to which they comprehended the text. Results showed that performance was lowest on the recall task across all groups. Other findings and implications are discussed.
590 $a School code: 0046.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Reading. $3 1017790
690 $a 0441
690 $a 0516
690 $a 0525
690 $a 0535
710 2 $a City University of New York. $b Educational Psychology. $3 1024111
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Ehri, Linnea C., $e advisor
790 1 0 $a Verkuilen, Jay $e committee member
790 1 0 $a Lopez, Emilia C. $e committee member
790 1 0 $a Johnson, Helen L. $e committee member
790 1 0 $a Eisenstein Ebsworth, Miriam $e committee member
790 $a 0046
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426816