ERIC Number: ED363093
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Processing Strategies of Foreign Language Readers: Authentic and Edited Input.
Young, Dolly Jesusita
A study investigated second language learners' cognitive and affective responses to one authentic and three edited texts. Forty-nine college students at four levels of language learning read the same Spanish authentic passage and an edited passage written for their course level. After silent reading, they performed think-aloud tasks in their native language (English) to provide data on reading strategy use, and recall protocols to provide reading comprehension scores. Subjects were then interviewed to assess their affective responses to each text. Results indicated that all students comprehended significantly more from the authentic passage than from the edited ones. The majority of students also responded more favorably to the authentic passage than to the edited ones. Results suggest that students would benefit more from reading authentic texts, having cultural information written in English, or reading edited texts written with the characteristics often found in authentic texts, such as bold headings, subheadings, pictures, and obvious rhetorical organization, than from reading edited texts that lack these characteristics and are typically found in first- and second-year language textbooks. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Authentic Materials
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (27th, Atlanta, GA, April 13-17, 1993).