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ERIC Number: ED506297
Record Type: Non-Journal
Publication Date: 2009-Aug-31
Pages: 18
Abstractor: As Provided
Reference Count: N/A
The Effects of Background Information and Syntactic Cues in Reading French Narratives
Garrott, Carl L.
Online Submission
This study compared two groups of intermediate/advanced L2 French learners on a reading comprehension test when presented with or without background knowledge of the text. This study also compared intermediate and intermediate/advanced L2 French learners' reading comprehension when presented with increasing syntactic complexity. The results of t-tests of independent samples indicated that subjects with background knowledge of the topic scored higher than subjects with no prior knowledge of text content. In addition, subjects in the intermediate/advanced group appear to have greater facility to comprehend more complex sentences than intermediate L2 French learners. The investigator concluded: (1) prior knowledge plus high cognate levels facilitate reading comprehension; (2) syntactic maturity is cumulative and quantitative; (3) reading rates are slower for L2 learners; and (4) automaticity is not fully realizable at the intermediate and intermediate/advanced levels because of emerging syntactic, morphological and lexical maturity. (27 sources consulted are listed.)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A