Types and Sources of Problems in L2 Reading

This paper reports on research designed to investigate the relative effects of vocabulary knowledge and prior knowledge on EFL readers' comprehension of L2 text. Focus was put on problems found in EFL student recall protocols. One hundred and eight Korean high school students were assigned to four treatment groups. Two groups read a version with more difficult vocabulary and the other two groups read a version with easier vocabulary of an expository passage written for native American speakers. One of each of these two treatment groups received prereading instruction intended to provide prior knowledge about the content of the text. Data for analysis included both correct and incorrect recalls. Additional interviews and questionnaires were also analyzed to obtain in‐depth information on the subjects' reading processes. It was found that there tended to be more similarities than differences in the recalls of the four groups; differences were considered in degree rather than in kind. Presented in this paper are the types and sources of problems commonly found in the recalls of the four groups

Cognitive psychology · Comprehension · Linguistics · Mathematics education · Protocol analysis · Reading (process · Reading comprehension · Recall · Teaching method · Vocabulary · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning

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