Effect of inserted adjunct questions on L2 reading with Chinese learners
Bibliographic Data
| ID | 8939595 |
|---|---|
| Authors | Shuyi Yang (0000-0002-3181-175X, Center for Language Education Johns Hopkins University Baltimore Maryland USA, corresponding author) |
| Year | 2022 |
| Volume | 55 |
| Issue | 3 |
| Pages | 793-814 |
| Publication date | 2022-05-08 |
| 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/flan.12618 |
| OpenAlex | W4229378711 |
| Language | EN |
| References cited | 60 |
The present study examines the effect of adjunct questions on the reading comprehension of English‐speaking learners of Chinese as a second language (L2). In Experiment 1, fourth‐year (advanced) learners ( n = 42) read two texts, either with or without adjunct questions, and completed a multiple‐choice cloze. In Experiments 2 and 3, second‐year (intermediate) learners ( n = 40 and 34, respectively) read two texts, either with or without adjunct questions, and completed multiple‐choice cloze (Experiment 2) and written recall (Experiment 3). The results showed that the positive effect of adjunct questions only emerged among intermediate learners for written recall. These findings suggested that L2 level and comprehension assessment tasks modulate the effect of adjunct questions. Pedagogical implications and suggestions for future research are provided
Adjunct · Cognitive psychology · Comprehension · Contrast (vision · Emphasis (telecommunications · Linguistics · Mathematics education · Reading (process · Reading comprehension · Recall · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development
Assessing Reading
The generation effect
Language Comprehension as Structure Building
Automaticity and Second Languages
“Cloze Procedure”
Improving Students’ Learning With Effective Learning Techniques
Toward a theory of automatic information processing in reading
Automaticity and automatization
The role of knowledge in discourse comprehension
Retrieval Practice Produces More Learning in Multiple-list Tests with Higher-Order Skills
A closer look at the construct validity of C-tests
Determining cloze item difficulty from item and passage characteristics across different learner backgrounds
Cloze item types and second language comprehension
Detecting native language group differences at the subskills level of reading
Validation of the C-test amongst Hungarian EFL learners
Processes of taking a gap-filling test
Textual enhancements or interference? Inserted adjuncts and L2 reading with intermediate language learners
Inserted adjuncts, working memory capacity, and L2 reading
Two decades of structure building
The Effects of Rhetorical Organization on ESL Readers
The Role of Gender, Embedded Questions, and Domain Specific Readings with Learners of Spanish
| Highly cited | No |
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