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ERIC Number: ED345208
Record Type: RIE
Publication Date: 1992-May
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Role of First Language in the Second-Language Reading Process. Technical Report No. 555.
Durgunoglu, Aydin Y.; Hancin-Bhatt, Barbara J.
The domain of second language reading is a rich source for insights into bilingual cognitive processing. Most cross-language transfer research has been carried out on acquisition and production of second-language (L2) structures. Relatively little work has been done on cross-language transfer in bilingual reading. An overreliance on top-down, psycholinguistic-guessing-game models in the fields of L2 reading is one reason why cross-language transfer in initial word-recognition stages of reading has not been studied vigorously. Researchers have developed several models of the reading process (particularly orthographic and phonological processing) in which cross-language transfer effects may be sought. Another variable that may affect cross-language transfer is the morphemic complexity of the words. One of the most vigorously investigated areas is how bilinguals represent the meaning of words in their two languages. Some of the richest data in L2 acquisition come from studies on syntactic transfer. Cross-language transfer of background knowledge and cultural schemata is of major concern for L2 pedagogy. As reading progresses, self-monitoring of text understanding becomes essential. More research on the effects of first-language (L1) on L2 reading is needed especially in the initial word recognition stages. Isolating the components of the reading process and investigating the nature of cross-language transfer within each component is essential for the understanding of cross-language transfer in L2, particularly, and bilingual cognitive processing, generally. (Eighty-eight references are attached.) (RS)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Andrew W. Mellon Foundation, New York, NY.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.
Identifiers: Native Language; Text Factors