The Role of Second Language Reading Proficiency in Moderating Second Language Word Recognition
Bibliographic Data
| ID | 22043554 |
|---|---|
| Authors | Xiaomeng Li (0000-0002-0727-1263, Western Washington University), Tianxu Chen (0000-0002-3683-0837, Minzu University of China, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 2 |
| Pages | 193 |
| Publication date | 2024-02-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14020193 |
| OpenAlex | W4391843968 |
| Language | EN |
| Citations received | 1 |
| References cited | 60 |
Drawing upon the division of labor between orthographic and phonological information, this study investigated whether and how L2 reading proficiency moderates learners’ reliance on phonological and orthographic information in retrieving word meanings. A total of 136 Chinese collegiate students who learned English as a foreign language (EFL) completed English reading proficiency tests and were divided into higher and lower reading proficiency groups using an extreme-group approach. Behavioral tasks were used to measure the participants’ sensitivity to and processing skills of orthographic and phonological information. The analysis showed that the reliance on phonological and orthographic information differed significantly across L2 reading proficiency groups: The higher reading proficiency group was sensitive to both phonological and orthographic information within words, while the lower reading proficiency group was only sensitive to orthographic information; only orthographic processing skills significantly contributed to the word meaning retrieval of individuals in the higher reading proficiency group, while phonological processing skills were the only predictor for the lower reading proficiency group. These results suggest that the use of phonological and orthographic information vary as a function of L2 learners’ English reading proficiency. Implications regarding the changing patterns of L1 influences and the language-universal and language-specific aspects of word recognition were discussed
Comprehension approach · Language proficiency · Linguistics · Mathematics education · Natural language · Natural language processing · Reading comprehension · Second language · Second-language attrition · Word recognition · Computer Science · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Insights into Second Language Reading
Computing the Meanings of Words in Reading
A Rows is a Rose
Alphabetic and nonalphabetic L1 effects in English word identification
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
The Universal Grammar of Reading
DRC
Factors related to English reading performance in children with Chinese as a first language
Working memory span tasks
Use of the Extreme Groups Approach
A distributed, developmental model of word recognition and naming.
The Role of Phonological Decoding in Second Language Word-Meaning Inference
Analytic Versus Holistic Recognition of Chinese Words Among L2 Learners
Reading and reading-related skills in adults with dyslexia from different orthographic systems
Activation of L1 orthography in L2 word reading
The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance
Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension
A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing
The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition
Evidence-based interventions for reading and language difficulties
The Effects of First Language Orthographic Features on Second Language Reading in Text
Reading and Language Learning
On the Anglocentricities of current reading research and practice
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |