The Relationship Between Chinese Reading Ability and English 汉语阅读能力与英语之间的关系.pptVIP

The Relationship Between Chinese Reading Ability and English Reading Comprehension Present by Camila Wu, Ariel Wang, Jasmine Su Introduction-1 Introduction-2 Introduction-3  Literature Review Alderson (1984): Is second language reading difficulty the result of a reading issue or a language issue? ?If the challenge of second language reading is a reading problem, the lack of adequate reading skills in the L1 is the crucial cause of the reading problem in the L2. ?If L2 reading is a language problem, language specific knowledge would play an important role in improving L2 reading comprehension. 2 Hypotheses --- the L1-L2 reading relationship 1. the language interdependence hypothesis (Cummins, 1981) ?students who have learned to perform academic tasks in one language have underlying cognitive skills which are transferable to other languages. 2 Hypotheses --- the L1-L2 reading relationship 2. the linguistic threshold hypothesis (Clarke, 1979; Cummins, 1979) ?the transfer of L1 reading ability to L2 reading performance is possible only when L2 learners have a certain amount of L2 linguistic knowledge. Literature Review Studies on L1 reading ability and L2 reading comprehension *Bernhardt and Kamil (1995)?the relative contribution of English (L1) reading ability and Spanish (L2) linguistic competence to L2 reading comprehension. In Lee and Schallert’s study: Literature Review Not all studies on this topic have presented evidence such transfer. Some studies have expanded the scope of study to examine certain aspects of the L1-L2 reading relationship. **Two dimensions: 1. the level of L2 proficiency 2. the complexity of cognitive abilities Considering levels of L2 proficiency and varying cognitive abilities According to Brisbois, sufficient L2 vocabulary knowledge could facilitate the process of gaining in automaticity which might lead to the increased ability to use L1 skills in the understanding