Exploring How Japanese Second Language English Readers Respond to Proper Names
Bibliographic Data
| ID | 6016418 |
|---|---|
| Authors | Kimberly Klassen (0000-0002-1261-497X, Tokyo Woman's Christian University, corresponding author) |
| Year | 2022 |
| Volume | 3 |
| Issue | 6 |
| Pages | 77-106 |
| Publication date | 2022-10-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Onomástica desde América Latina (JOURNAL) |
| Journal identifiers | ISSN: 2675-2719 • E-ISSN: 2675-2719 |
| Publisher | Universidade Estadual do Oeste do Parana - UNIOESTE (PUBLISHER) |
| DOI | 10.48075/odal.v3i6.29367 |
| OpenAlex | W4304099114 |
| Language | EN |
| References cited | 11 |
An assumption in second language (L2) vocabulary and reading research is that L2 readers can easily understand the proper names they encounter, though empirical support for this conjecture is lacking. The aim of this study is to explore how L2 English readers perceive and respond to proper names. Semi-structured interviews were conducted with Japanese low-intermediate L2 English readers (N = 4) to investigate: the affective factors involved when encountering unknown proper names in texts; what strategies they use when encountering new names; and any difficulties they experience in proper name processing. The participants were also asked to read aloud a short text and report the referents of several proper names, using modified think-aloud protocol. It was found that main source of confusion for the interviewees stemmed from their inexperience with proper names; that is, uncertainty about which proper names are family names and personal names; the gender of names; nicknames; and proper name phonology. Participants also reported on various strategies they use when encountering novel proper names, such as doing online searches, and using contextual and orthographic clues. The findings suggest that it may be incautious to assume unfamiliar proper names are a low burden to L2 readers of English
Linguistics · Phonology · Proper noun · Reading (process · Reading aloud · Vocabulary · Multilingual Education and Policy · Names, Identity, and Discrimination Research · Psychology
Intentional and incidental second language vocabulary learning
How Large a Vocabulary is Needed For Reading and Listening?
Silence in the Second Language Classrooms of Japanese Universities
Theory and Typology of Proper Names
Proper name theory and implications for second language reading
L2 Vocabulary Learning from Context
Analysis of Oral Reading Miscues
How Many Words Are There in Printed School English
Proper Names as Controllers of Discourse Focus
The Effects of First Language Orthographic Features on Second Language Reading in Text
| Highly cited | No |
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