Some Hypotheses on the Nature of Difficulty and Ease in Second Language Reading
An Application of Schema Theory
Bibliographic Data
| ID | 8937091 |
|---|---|
| Authors | Philip C Hauptman (University of Ottawa, corresponding author) |
| Year | 2000 |
| Volume | 33 |
| Issue | 6 |
| Pages | 622-631 |
| Publication date | 2000-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2000.tb00931.x |
| OpenAlex | W2141219517 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
This article reviews the empirical and pedagogical literature on the concept of “difficulty” (or “ease”) in second language (L2) reading at the university or adult level and discusses it within the framework of schema theory. A traditional view of difficulty/ease is explained as consisting of two factors: (1) Language (grammar and vocabulary) and (2) Text Length. A modern view of difficulty/ease is then proposed via four hypotheses: (1) The first Primary Ease Factor in L2 reading is background knowledge; (2) Signalling becomes the Primary Ease Factor in L2 reading when background knowledge is not useful for accessing content schemata; (3) Other factors being equal, the degree of signalling determines the degree of accessibility of a text for the L2 reader; and (4) Other factors being equal, Language, Discourse, and Length are of secondary importance — after Background Knowledge and Signalling — for accessing a text by L2 readers
Empirical research · Factor (programming language · Grammar · Human–computer interaction · Information retrieval · Linguistics · Reading (process · Schema (genetic algorithms · Usability · Vocabulary · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
Reading English for academic purposes – What situational factors may motivate learners to read
Moving toward multiliteracies in foreign language teaching
Effects of Word Semantic Transparency, Context Length, and L1 Background on CSL Learners' Incidental Learning of Word Meanings in Passage-Level Reading
The use of advance organizers in the learning and retention of meaningful verbal material.
The Effects of Rhetorical Organization on ESL Readers
Effects of Previewing and Providing Background Knowledge on Taiwanese College Students' Comprehension of American Short Stories
Content and Formal Schemata in ESL Reading
The Effect of Syntax on Readability for ESL Students in Puerto Rico
Schema Theory and ESL Reading Pedagogy
Signals in Expository Prose
The reading strategies of bilingual Latina/o students who are successful English readers
Mental Imagery, Text Illustrations, and Children's Story Comprehension and Recall
The Influence of Technical Illustrations on Students' Comprehension in Geography
A Cross-Cultural Perspective on Reading Comprehension
Commentary
Text Cues and Strategies Successful Readers Use to Construct the Gist of Lengthy Written Arguments
Prior Knowledge Affects Text Search Success and Extraction of Information
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
The Use and Value of Illustrations as Contextual Information for Readers at Different Progress and Developmental Levels
The Effect Of Background Knowledge On The Reading Comprehension Of Second Language Learners
Pictures and Second Language Comprehension
Effects of Discourse Type on Recall
Awareness of Text Structure
Effects on ESL Reading of Teaching Cultural Content Schemata
Implications of Recent Psycholinguistic Developments for the Teaching of a Second Language
Second Language Readers' Memory for Narrative Texts
The Effects of Induced Schemata on the "Short Circuit" in L2 Reading
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2006 - 2022 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |