Foreign Language Reading Comprehension Test
L1 versus L2 in Open‐Ended Questions
Bibliographic Data
| ID | 8938919 |
|---|---|
| Authors | Concepción B Godev (0000-0003-3862-2019, University of North Carolina at Charlotte, corresponding author), Elizabeth A Martínez‐Gibson (College of Charleston), Carol C M Toris (College of Charleston) |
| Year | 2002 |
| Volume | 35 |
| Issue | 2 |
| Pages | 202-221 |
| Publication date | 2002-03-01 |
| 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.1944-9720.2002.tb03155.x |
| OpenAlex | W2020464519 |
| Language | EN |
| Citations received | 4 |
| References cited | 27 |
This article addresses the issue of using students' native language (L1) versus second language (L2) in testing instruments for reading comprehension in the L2 classroom. Four groups of students of third‐semester, college‐level Spanish were tested under four different conditions involving combinations of L1 and L2. The test consisted of a reading passage in L2 and seven open‐ended questions. The results suggest that open‐ended reading comprehension tests may be better assessment instruments if some of the questions are phrased in the L1 and test takers are given the opportunity to respond in the L1
Comprehension · Foreign language · Language assessment · Linguistics · Mathematics education · Reading (process · Reading comprehension · Test (biology · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
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| Unique citing works | 4 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |