Results 231 to 240 of about 10,982,257 (285)
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Reading in a Second Language: A Reading Problem or a Language Problem?
Journal of College Reading and Learning, 2003This article addresses an on-going debate about whether reading in a second language is different than reading in one's first language. The focus here centers on a student population of adult L2 readers who are literate in the native language (L1).
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2005
For second language learners, readingmay be both ameans to the end of acquiring the language, as a major source of comprehensible input, and an end in itself, as the skill thatmany serious learnersmost need to employ.Many students of English as aForeign Language (EFL), for example, rarely speak the language in their day-to-day lives but mayneed to read
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For second language learners, readingmay be both ameans to the end of acquiring the language, as a major source of comprehensible input, and an end in itself, as the skill thatmany serious learnersmost need to employ.Many students of English as aForeign Language (EFL), for example, rarely speak the language in their day-to-day lives but mayneed to read
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Research on Reading a Second Language
Journal of Reading Behavior, 1974The experimental research on reading a second language concerns three questions: 1) Should initial reading be taught in the child's first language or in the second language when the second is the language of instruction? 2) What, other than “inadequate grasp of the language,” accounts for slower reading speed and lowered comprehension when reading a ...
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THE ROLE OF THE FIRST LANGUAGE IN SECOND LANGUAGE READING
Studies in Second Language Acquisition, 2001Reading in a second language (L2) is not a monolingual event; L2 readers have access to their first language (L1) as they read, and many use it as a strategy to help comprehend an L2 text. Owing to difficulties in observing the comprehension process, little research has been conducted to determine what role the L1 plays in the reading strategies of L2 ...
Thomas A. Upton, Li-Chun Lee-Thompson
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Readings in Second Language Pedagogy and Second Language Acquisition
2006The selected contributions of this volume focus on various issues related to second language pedagogy and second language acquisition in the Japanese context. Part I covers such topics as discourse pragmatics and cross-cultural pragmatics in language teaching; the instruction of conversation through training in story telling skills; task activities as ...
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Doomed to Read in a Second Language: Implications for Learning
Journal of Psycholinguistic Research, 2009The aim of the study was to elucidate whether and how reliance on a second language impacts the learning of new information under very basic learning conditions. The paradigm used to investigate this issue required individuals to learn a series of associations between numerals and particular letter strings.
Paul, Miller, Ora, Peleg
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Acquisition of Reading in a Second Language
Reading Research Quarterly, 1990THE PURPOSE of this longitudinal study was to investigate differences in reading acquisition processes between children learning to read in their native language and children learning to read in a second language. The author studied Dutch children and Turkish children as they learned to read in Dutch during the first two grades of primary school in the
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Brain strategies for reading in the second language are determined by the first language
Neuroscience Research, 2001Brain activation associated with reading was investigated in ten normal Japanese volunteers (five highly literate in both Japanese and English) and ten American native English speakers (five highly literate in both English and Japanese) in order to determine the neuroanatomic substrates employed in reading the first language (L1), and to determine the ...
T, Nakada, Y, Fujii, I L, Kwee
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Components in Early Second Language Reading and Spelling
Scientific Studies of Reading, 2000The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were
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