Book contents
- Frontmatter
- Contents
- ACKNOWLEDGEMENTS
- INTRODUCTION
- PART I ESSENTIAL COMPONENTS OF READING – A CROSS-LINGUISTIC APPROACH
- 1 FL/L2 reading – a language problem or a reading problem?
- 2 Lower-level language processing – word and sentence level
- 3 Higher-level language processing – discourse level and text structure knowledge
- 4 Language-independent factors
- 5 Summary of the findings and implications for future research
- PART II THINK-ALOUD READING COMPREHENSION STUDIES
- PART III THE THINK-ALOUD STUDY
- CONCLUDING SUMMARY
- APPENDICES
- BIBLIOGRAPHY
- INDEX
5 - Summary of the findings and implications for future research
from PART I - ESSENTIAL COMPONENTS OF READING – A CROSS-LINGUISTIC APPROACH
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- ACKNOWLEDGEMENTS
- INTRODUCTION
- PART I ESSENTIAL COMPONENTS OF READING – A CROSS-LINGUISTIC APPROACH
- 1 FL/L2 reading – a language problem or a reading problem?
- 2 Lower-level language processing – word and sentence level
- 3 Higher-level language processing – discourse level and text structure knowledge
- 4 Language-independent factors
- 5 Summary of the findings and implications for future research
- PART II THINK-ALOUD READING COMPREHENSION STUDIES
- PART III THE THINK-ALOUD STUDY
- CONCLUDING SUMMARY
- APPENDICES
- BIBLIOGRAPHY
- INDEX
Summary
The aim of this part has been to explore the conceptualisation of FL/L2 reading within the psycholinguistic cross-linguistic perspective. The review of the literature discusses the studies conducted in both monolingual and bilingual contexts. The principles of the componential view of reading have created an opportunity to conduct a more fine-tuned analysis of the cross-linguistic nature of FL/L2 reading; i.e. to look at L1 and FL/L2 aspects in FL/L2 reading and to examine the differences between L1 and FL/L2 reading. Below, a summary of conclusions is presented in relation to all the reading components characterised in this part. First, the discussion focuses on the role of L1 in FL/L2 reading; then – on the differences between L1 and FL/L2 reading. Finally, the universality of reading competence and a possibility of the transfer of reading skills between languages are addressed. In this discussion, first, the aspects of reading related to vocabulary, syntax and discourse components are discussed; later, the non-structural components (metacognition, background knowledge and metalinguistic knowledge) are presented.
Vocabulary, syntax and discourse
5.1.1. The role of L1 in FL/L2 reading
Cross-linguistic studies point to the long lasting impact of the L1 orthographic background on FL/L2 phonological processing (e.g., Suarez and Meara 1989). As regards vocabulary knowledge, the studies put forward the question concerning the relationship between FL/L2 vocabulary and conceptual knowledge as well as the importance of L1 in FL/L2 lexical processing.
- Type
- Chapter
- Information
- Reading Comprehension in Polish and EnglishEvidence from an Introspective Study, pp. 74 - 82Publisher: Jagiellonian University PressPrint publication year: 2013