ERIC Number: ED336936
Record Type: RIE
Publication Date: 1988
Foreign Language Reading: Linguistic, Cognitive, and Affective Factors Which Influence Comprehension.
Kern, Richard G.
Understanding about how students make sense of foreign language texts, based on relevant research and theory, can contribute to effective foreign language reading instruction. Both linguistic factors in the target language and native language reading skill development are critical to success in foreign language reading. Linguistic factors affecting native vs. target language reading can include the different codes, relational meanings, organization of discourse, interlanguage or interference, and proficiency. Cognitive factors include the degree of demand made on various cognitive processes, such as visual processing, selection of cues, anticipation of future cues, testing of predictions against subsequent input, and storage of generated ideas and information in long term memory. Affective factors such as anxiety, self-confidence, and motivation particularly influence the goal-setting, process-directing metacognitive component of reading. For the teaching of foreign language reading, this suggests that: (1) direct instruction in specific strategies for word recognition, inference of meaning, and synthesis of meaning in larger text segments may be useful; (2) reading aloud in class should be avoided; (3) teachers should focus on global meaning rather than syntactic and lexical details; (4) pre-reading exercises can improve comprehension; and (5) purposeful reading should be encouraged. (MSE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: New Challenges and Opportunities. Dimension: Languages 87. Report of the Southern Conference on Language Teaching, p49-61, 1988. For the proceedings, see FL 019 352.