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Cobb, Tom – Reading in a Foreign Language, 2022
Some words in English are derived words, i.e., words with an affix that changes their part of speech, like know "(v)" [right arrow] "knowable (adj)," or meaning, like "pleasant (adj)" [right arrow] "unpleasant (adj)." As a reading teacher, Tom Cobb had always believed that derived words were not particularly…
Descriptors: Morphemes, English (Second Language), Second Language Learning, Second Language Instruction
Ng, Qiu Rong; Renandya, Willy A.; Chong, Miao Yee Clare – TEFLIN Journal: A publication on the teaching and learning of English, 2019
There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second…
Descriptors: Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction
Stoller, Fredricka L. – Reading in a Foreign Language, 2015
Some years ago (in about 2007), this author was asked by Professor Neil J. Anderson, known for his expertise in second language (L2) reading, to identify his top-five priorities for teachers of L2 reading. As it turns out, it was an interesting intellectual exercise to narrow down key issues in teaching L2 reading to a grand total of five. To…
Descriptors: Teacher Role, Reading Instruction, Reading Material Selection, Second Language Learning
Huang, Shin-Ying – English Teaching: Practice and Critique, 2011
This paper reports on a qualitative teacher inquiry conducted in a tertiary, English-as-a-foreign-language classroom in Taiwan. The purpose of the study was, first, to implement a poststructuralist view of critical literacy that focuses not only on texts but also on the practice of reading as constructed and contested, and second, to examine the…
Descriptors: Foreign Countries, Qualitative Research, Inquiry, Literary Criticism
Stevenson, Marie; Schoonen, Rob; de Glopper, Kees – Language Learning, 2007
This study examined two competing hypotheses about second language reading processes: the inhibition hypothesis and the compensation hypothesis. Although the ideas expressed in these hypotheses have been reiterated in the literature, previous to this study, they had seldom been investigated systematically. The inhibition hypothesis states that in…
Descriptors: Indo European Languages, Second Language Learning, Comparative Analysis, Reading Strategies
Akyel, Ayse; Ercetin, Gulcan – System: An International Journal of Educational Technology and Applied Linguistics, 2009
This study investigated the strategies used by advanced learners of English while reading a hypermedia document in order to determine whether they are essentially different from those reading strategies reported in the literature for printed texts. Moreover, the role of prior knowledge about the topic was explored in relation to strategy use. Data…
Descriptors: Protocol Analysis, Reading Strategies, Prior Learning, Hypermedia
McBride-Chang, Catherine; Suk-Han Ho, Connie – Scientific Studies of Reading, 2005
Ninety Chinese children were tested once at age 4 and again 22 months later on phonological-processing and other reading skills. Chinese phonological-processing skills alone modestly predicted Chinese character recognition, and English letter-name knowledge uniquely predicted reading of both Chinese and English 2 years later. Furthermore,…
Descriptors: Beginning Reading, Word Recognition, Reading Skills, Invented Spelling
Bruton, Anthony – Canadian Modern Language Review, 2007
This analysis evaluates the receptive tests of targeted lexical knowledge in the written medium, which are typically used in empirical research into lexical acquisition from reading foreign/second language texts. Apart from the types of second language cues or prompts, and the language of the responses, the main issues revolve around: (a) the…
Descriptors: Knowledge Level, Form Classes (Languages), Second Language Learning, Vocabulary Development
Maxim, Hiram H. – Modern Language Journal, 2006
One of the characteristics of the well-documented bifurcation in collegiate foreign language (FL) instruction is the difficult transition from lower- to upper-level instruction. Particularly pronounced are the expectations placed on readers at the upper level. No longer engaged in surface readings and sentence-level exercises that stay focused on…
Descriptors: Second Language Instruction, Word Processing, Abstract Reasoning, Figurative Language
Yang, Yu-Fen – Reading Psychology, 2006
In order to probe the relationship between reading strategies and comprehension monitoring strategies and how they function to help readers in comprehension process, the present study utilizes think-aloud and retrospective verbal reports to examine 20 EFL readers' performances in reading texts. The results reveal that the engagement of reading…
Descriptors: Critical Reading, Reading Teachers, Reading Processes, Reading Strategies
Hayes-Harb, Rachel – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2006
English as a second language (ESL) teachers have long noted that native speakers of Arabic exhibit exceptional difficulty with English reading comprehension (e.g., Thompson-Panos & Thomas-Ruzic, 1983). Most existing work in this area has looked to higher level aspects of reading such as familiarity with discourse structure and cultural knowledge…
Descriptors: Semitic Languages, Reading Difficulties, Identification, Familiarity
Webb, Stuart – Studies in Second Language Acquisition, 2005
This study investigates the effects of receptive and productive vocabulary learning on word knowledge. Japanese students studying English as a foreign language learned target words in three glossed sentences and in a sentence production task in two experiments. Five aspects of vocabulary knowledge--orthography, syntax, association, grammatical…
Descriptors: Receptive Language, Vocabulary Development, English (Second Language), Second Language Learning
Brain Activity of Regular and Dyslexic Readers while Reading Hebrew as Compared to English Sentences
Breznitz, Zvia; Oren, Revital; Shaul, Shelley – Reading and Writing: An Interdisciplinary Journal, 2004
The aim of the present study was to examine differences among "regular" and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and…
Descriptors: Brain, Dyslexia, Semitic Languages, English