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Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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Abstract:
The nature of second language (L2) reading ability is extremely complex and its components are yet to be agreed upon. The current study hypothesized that L2 reading ability consists of (1) reading for literal meaning (LIT), (2) reading for implied meaning with endophoric reference (IMP-EN), and (3) reading for implied meaning with exophoric reference (IMP-EX). In addition, different reading passages were assumed to affect test performance in varying degrees. Participants were 298 incoming students to an adult English as a second language (ESL) program. They took a reading placement test consisting of four reading passages and 30 items. Participants’ reading scores were analyzed using the confirmatory factor analysis (CFA) approach in structural equation modeling (SEM). Findings suggest that L2 reading ability consists of the three constructs of LIT, IMP-EN, and IMP-EX. Moreover, the three reading constructs are on a continuum with LIT having the most direct relationship between the text and the response, while IMP-EX having the most indirect relationship. However, reading passages did not have a significant influence on test performance.
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Keyword:
Ability testing; Applied linguistics; CFA; Confirmatory factor analysis; Education; Endophoric reference; English as a second language; English language; ESL; Foreign speakers; IMP-EN; L2; Language acquisition; P118-118.7; PE1-3729; Reading; Reading comprehension; Research; Second language; Study of language; Teaching language
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URL: https://doaj.org/article/bc38a0a5341d4413be56a415d855efcb
https://doi.org/10.7916/D8HQ3ZFG
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| 2 |
Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
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Effects of Output and Note-Taking on Noticing and Interlanguage Development
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
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Topic Familiarity and Input Enhancement: An Empirical Investigation
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
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| 6 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
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Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
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| 8 |
What Is Criterion and e-rater, and How Can They Be Used in a Classroom?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 41-41 (2015) (2015)
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| 9 |
L2 Learner-Made Formulaic Expressions and Constructions
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 1-18 (2015) (2015)
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