- Bisson, M., VAN HEUVEN, W. J. B., Conklin, K. & Tunney, R. J. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35(2), 399-418.
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摘要:Foreign language (FL) films with subtitles are becoming increasingly popular, and many European countries use subtitling as a cheaper alternative to dubbing. However, the extent to which people process subtitles under different subtitling conditions remains unclear. In this study, participants watched part of a film under standard (FL soundtrack and native language subtitles), reversed (native language soundtrack and FL subtitles), or intralingual (FL soundtrack and FL subtitles) subtitling conditions while their eye movements were recorded. The results revealed that participants read the subtitles irrespective of the subtitling condition. However, participants exhibited more regular reading of the subtitles when the film soundtrack was in an unknown FL. To investigate the incidental acquisition of FL vocabulary, participants also completed an unexpected auditory vocabulary test. Because the results showed no vocabulary acquisition, the need for more sensitive measures of vocabulary acquisition are discussed. Finally, the reading of the subtitles is discussed in relation to the saliency of subtitles and automatic reading behavior. Adapted from the source document
关键词:applied linguistics, reading processes, Subtitling, Films, Reading Processes, Second Language Reading, Salience, Eye Movements, Language Acquisition
- Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170-1204.
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摘要:This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency. Morphological awareness also made a significant indirect contribution to reading comprehension via reading vocabulary, but not via word reading fluency. Effects were similar across the four language groups. Findings suggest that morphological awareness may play multiple important roles in English reading comprehension for students from a variety of home language backgrounds. Adapted from the source document
关键词:applied linguistics, reading readiness/acquisition/achievement, Reading Comprehension, Morphological Processing, English, Elementary School Students, Derivation Morphology, Second Language Reading, Native Speakers, Nonnative Speakers, Reading Processes
- Gao, L., & Rogers, W. T. (2011). Use of Tree-Based Regression in the Analyses of L2 Reading Test Items. Language Testing, 28(1), 77-104.
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摘要:The purpose of this study was to explore whether the results of Tree Based Regression (TBR) analyses, informed by a validated cognitive model, would enhance the interpretation of item difficulties in terms of the cognitive processes involved in answering the reading items included in two forms of the Michigan English Language Assessment Battery (MELAB). A cognitive model was first generated to explain the performance of the MELAB reading items, and then validated by expert judgment and student verbal protocols. Next, the validated model was used in the TBR analyses to obtain the final trees for each form. Finally, the cognitive processes (i.e., reading processes and testing strategies) measured by each item were traced back for each item in the terminal nodes of each tree. The results revealed that TBR, informed by a supportable cognitive theory, appears to be a promising addition to statistical item analysis that can be effectively used to enhance the interpretation of item analyses results. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词:applied linguistics, reading testing, English as a Second Language, Cognitive Processes, Reading Tests, Reading Processes, Test Validity and Reliability, Michigan
- Thomas, H. K., & Healy, A. F. (2012). A comparison of rereading benefits in first and second language reading. Language Learning, 62, 198-235.
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摘要:Text comprehension models in first and second language reading research posit that slow word recognition inhibits reading speed and decreases comprehension. To investigate the role of word recognition in reading, 2 experiments examined rereading benefits in participants' first and second languages using scrambled and normal versions of English and Spanish texts. Native English speakers with intermediate (Experiment 1) or advanced (Experiment 2) Spanish skills demonstrated word- and text-level transfer in both English and Spanish. However, advanced Spanish readers did not exhibit word-level transfer when reading simple Spanish texts. These results suggest that fluent reading may be strongly influenced not just by word recognition, but also by text difficulty relative to reader skill, as well as other factors. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, applied linguistics, reading processes, English, Spanish, Transfer Learning, Word Recognition, Second Language Reading, Reading Processes, Reading Comprehension
- Tremblay, A., Derwing, B., Libben, G., & Westbury, C. (2011). Processing advantages of lexical bundles: Evidence from self-paced reading and sentence recall tasks. Language Learning, 61, 569-613.
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摘要:This article examines the extent to which lexical bundles (LBs; i.e., frequently recurring strings of words that often span traditional syntactic boundaries) are stored and processed holistically. Three self-paced reading experiments compared sentences containing LBs (e.g., in the middle of the) and matched control sentence fragments (e.g., in the front of the). LBs and sentences containing LBs were read faster than the control sentence fragments in all three experiments. Two follow-up word and sentence recall experiments demonstrated that more sentences containing LBs were correctly remembered. Consistent with construction-type models of language, these results suggest that regular multiword sequences leave memory traces in the brain. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Psycholinguistics, Memory, Reading Comprehension, Reading Processes
- Everson, M. E. (2011). Best practices in teaching logographic and non-roman writing systems to L2 learners. Annual Review of Applied Linguistics, 31(0), 249-274.
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摘要:The past few decades have witnessed a growing interest in how second language (L2) learners come to read in languages employing non-alphabetic writing systems such as Chinese and Japanese and languages employing non-Roman alphabetic systems such as Arabic and Hebrew. Indeed, with efforts afoot to begin more programs in these languages at the K-12 and collegiate levels, in immersion and bilingual settings, and with stated goals for students to eventually attain high levels in reading proficiency, an understanding of this research is critical if program development is to go forward in a principled way. This article discusses some of the theoretical developments that have helped illuminate the cross-orthographic reading process and reports on the relevant research in L2 cross-orthographic reading that has shaped our understanding of the issues involved in learning to read in languages that employ non-Roman alphabetic, logographic, and syllabary systems of writing. The article will also discuss teaching implications, strategies, and classroom practice put forth by reading practitioners, many of which have yet to find consensus. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, applied linguistics, reading readiness/acquisition/achievement, Second Language Instruction, Second Language Reading Instruction, Writing Systems, Second Language Reading, Reading Acquisition, Reading Processes, Second Language Learning Theories, Language Teaching Methods
- Winskel, H. (2011). Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai. Applied Psycholinguistics, 32(4), 739-759.
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摘要:Four eye movement experiments investigated whether readers use parafoveal input to gain information about the phonological or orthographic forms of consonants, vowels, and tones in word recognition when reading Thai silently. Target words were presented in sentences preceded by parafoveal previews in which consonant, vowel, or tone information was manipulated. Previews of homophonous consonants (Experiment 1) and concordant vowels (Experiment 2) did not substantially facilitate processing of the target word, whereas the identical previews did. Hence, orthography appears to be playing the prominent role in early word recognition for consonants and vowels. Incorrect tone marker previews (Experiment 3) substantially retarded the subsequent processing of the target word, indicating that lexical tone plays an important role in early word recognition. Vowels in VOP (Experiment 4) did not facilitate processing, which points to vowel position being a significant factor. Primarily, orthographic codes of consonants and vowels (HOP) in conjunction with tone information are assembled from parafoveal input and used for early lexical access. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Phonological Processing, Grapheme Phoneme Correspondence, Reading Processes, Consonants, Vowels, Tone, Thai, Lexical Access, Word Recognition
- Bar-On, A., & Ravid, D. (2011). Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics, 32(3), 553-581.
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摘要:This paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th grade) and a group of adults participated in the study. Participants were administered two tasks of reading aloud nonpointed pseudowords with morphological composition: words in isolation and words in sentential context. Results pinpoint the developmental milestones on the way to efficient nonpointed word recognition in Hebrew: learning to use morphological pattern cues to fill in missing phonological information, where second grade is an important "watershed" period; and overcoming tomography by learning to detect morphosyntactic cues, an ability that develops more gradually and over a longer period than pattern recognition. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Morphological Processing, Reading Processes, Hebrew, Reading Acquisition, Word Recognition, High School Students, Junior High School Students, Elementary School Students
- Deacon, S. H., Whalen, R., & Kirby, J. R. (2011). Do children see the danger in dangerous? Grade 4, 6, and 8 children's reading of morphologically complex words. Applied Psycholinguistics, 32(3), 467-481.
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摘要:We examined whether Grade 4, 6, and 8 children access the base form when reading morphologically complex words. We asked children to read words varying systematically in the frequency of the surface and base forms and in the transparency of the base form. At all grade levels, children were faster at reading derived words with high rather than low base frequencies when the words were of low surface frequency. Effects of the frequency and transparency of the base form on word reading accuracy occurred only in Grades 4 and 6. The results add to the growing body of evidence that children access the morphological structure of the words that they encounter in print. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Acquisition, Roots Morphology, Children, Reading Processes, Morphological Processing, Junior High School Students, Elementary School Students
- Haikio, T., Bertram, R., & Hyona, J. (2011). The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children. Applied Psycholinguistics, 32(3), 533-551.
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摘要:The role of morphology in reading development was examined by measuring participants' eye movements while they read sentences containing either a hyphenated (e.g., ulko-ovi "front door") or concatenated (e.g., autopeli "racing game") compound. The participants were Finnish second, fourth, and sixth graders (aged 8, 10, and 12 years, respectively). Fast second graders and all four and sixth graders read concatenated compounds faster than hyphenated compounds. This suggests that they resort to slower morpheme-based processing for hyphenated compounds but prefer to process concatenated compounds via whole-word representations. In contrast, slow second graders' fixation durations were shorter for hyphenated than concatenated compounds. This implies that they process all compounds via constituent morphemes and that hyphenation comes to aid in this process. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Elementary School Students, Eye Movements, Reading Acquisition, Morphemes, Finnish, Morphological Processing, Reading Processes
- Marcolini, S., Traficante, D., Zoccol, P., & Burani C. (2011). Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Applied Psycholinguistics, 32(3), 513-532.
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摘要:A previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequency affects the probability of morpheme-based reading, interacting with reading ability. Young skilled readers named low- but not high-frequency morphologically complex words faster than simple words. By contrast, the advantage for morphologically complex words was present in poor readers irrespective of word frequency. Adult readers showed no facilitating effect of morphological structure. These results indicate that young readers use reading units (morphemes) that are larger than the single-grapheme grain size. It is argued that morpheme-based reading is important for obtaining reading fluency (rather than accuracy) in transparent orthographies and is useful particularly in children with limited reading ability who do not fully master whole-word processing. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Processes, Morphological Processing, Reading Acquisition, Italian, Morphological Complexity, Dyslexia, Word Frequency, Adults, Children
- Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children. Applied Psycholinguistics, 32(3), 601-618.
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摘要:This study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Spanish, Chinese, Children, Compound Words, Derivation Morphology, English as a Second Language Learning, Morphological Processing, Reading Processes, Reading Acquisition
- Van Hoogmoed, A. H., Verhoeven, L., Schreuder, R., & Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(3), 619-634.
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摘要:Deaf children experience difficulties with reading comprehension. These difficulties are not completely explained by their difficulties with the reading of single short words. Whether deaf children and adults lag behind in the morphological processing of longer words is therefore examined in two experiments in which the processing of prefixes by deaf versus hearing children and deaf versus hearing adults is compared. The results show that the deaf children use morphological processing but to a lesser extent than hearing children. No differences appeared between the deaf and hearing adults. Differences between deaf children with and without a cochlear implant were examined, but no firm conclusions could be drawn. The implications of the results for the reading instruction of deaf children are discussed. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Acquisition, Deafness, Children, Reading Processes, Dutch, Morphological Processing, Reading Comprehension, Cochlear Implants
- Verhoeven, L. (2011). Introduction: Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32(3), 457-466.
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摘要:Word identification plays a central role in children's reading development. Children must first acquire elementary encoding skills when learning to read and gradually apply these skills with greater accuracy and speed, leading up to an increasingly automated process. Various architectures have been proposed to account for visual word-form processing. Current models of reading have focused on how letter strings are converted to phonological strings, essentially ignoring any internal structure words have as morpheme units. Reading more complex words may involve processes of morphological decomposition as well as grapheme-phoneme connections and whole-word look-up methods. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Morphological Processing, Reading Processes, Children, Reading Acquisition
- Verhoeven, L., & Schreuder, R. (2011). Morpheme frequency effects in Dutch complex word reading: A developmental perspective. Applied Psycholinguistics, 32(3), 483-498.
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摘要:This study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with both adults and children. Twenty-three adult readers, 37 8-year-old children from Grade 3, 43 11-year-old children from Grade 6, and 33 11-year-old dyslexic readers were presented with a lexical decision task in which we contrasted plural word forms with a high versus low frequency of the singular root form. For the adults, it was found that the accuracy and speed of lexical decision is determined by the surface frequency of the plural word form. The frequency of the constituent root form played a role as well, but in the low-frequency plural words only. Furthermore, a strong developmental effect regarding the accuracy and speed of reading plural word forms was found. An effect of plural word form frequency on word identification was evidenced in all groups. The singular root form frequency also had an impact of the reading of the plural word forms. In the normal reading and dyslexic children, plurals with a high-frequency singular root form were read more accurately and faster than plurals with a low singular root frequency. It can be concluded that constituent morphemes have an impact on the reading of polymorphemic words. The results can be explained in the light of a word experience model leaving room for morphological constituency to play a role in the lexical access of complex words as a function of reading skill and experience and word and morpheme frequency. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Reading Processes, Reading Acquisition, Morphological Processing, Lexical Decision Task, Morphemes, Word Recognition, Age Differences, Dyslexia
- Foucambert, D., & Baille, J. (2011). Evolution of the missing-letter effect among young readers between ages 5 and 8. Applied Psycholinguistics, 32(1), 1-17.
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摘要:In light of the numerous studies on the detection of target letters among adults, it is generally accepted that the missing-letter effect depends both on a given word's frequency in its language and on its role (function vs. content) in a sentence. Following a presentation of several models explaining these observations we analyze the results of a letter-detection task given to 886 French students from kindergarten to second grade. The purpose of the present study is to determine the moment when the sensitivity to content/function word distinction emerges. The results of this study reveal that even if word frequency plays a role in letter detection, the emergence of an ability to extract sentence structure, along the lines of the structural model of reading, is significantly linked to the initial stages of explicit reading instruction. Adapted from the source document
关键词:applied linguistics, reading instruction and remediation, Reading Acquisition, Orthographic Symbols, Reading Processes, Children, Word Frequency, Adults, French, Sentence Structure, Reading Instruction
- Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. The Modern Language Journal, 95, 217-235.
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摘要:This study investigates the contribution of second-language (L2) morphological awareness to foreign language reading comprehension. Tenth graders (n= 188) at a South Korean high school were assessed on 6 reading- and language-related variables: phonological decoding, listening comprehension, vocabulary knowledge, passage-level reading comprehension, metacognitive reading awareness, and morphological awareness. A series of 10 sequential regression analyses were conducted to determine the unique reading variance accounted for by each of the 2 morphological awareness tests included in this study (i.e., the Test of Morphological Structure-Revised [TMS-R], the Verbal Suffix Knowledge Test-Revised [VSKT-R]). The result revealed that morphological awareness was a significant predictor of L2 reading comprehension when other variables were controlled. Of the 2 tests, the TMS-R-a measure that primarily tested derivational morphological knowledge-showed stronger predictability. This provides evidence that morphological awareness, especially derivational morphological knowledge, is an important variable to be considered in explaining L2 reading comprehension among older readers. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Comprehension, South Korea, Metacognition, Morphological Processing, Phonology, Second Language Reading
- Schultz, J. M. (2011). Reading in a second language: Moving from theory to practice. The Modern Language Journal, 95, 143-144.
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关键词:applied linguistics, reading processes
- Alptekin, C., & Ercetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45(2), 235-266.
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摘要:This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativization of a narrative, that is, textual and contextual modification to reflect the reader's own culture. After completing the reading span test, the participants were randomly divided into two groups, one being exposed to the original text and the other to the nativized version. They then answered multiple-choice comprehension questions aiming to check literal and inferential comprehension. The results revealed independent and additive effects of working memory capacity and content familiarity on inferential comprehension. No effects were observed on literal understanding. These findings have implications for the design of assessment instruments in L2 reading comprehension. Adapted from the source document
关键词:applied linguistics, reading readiness/acquisition/achievement, applied linguistics, English as a second/foreign language learning, Inference, Second Language Reading, Reading Tests, English as a Second Language Learning, Reading Acquisition, Reading Processes, Familiarity, Short Term Memory, Reading Comprehension
- McNeil, L. (2012). Extending the compensatory model of second language reading. System, 40(1), 64-76.
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摘要:Bernhardt (2005) proposed a compensatory model of second language reading. This model predicted that 50% of second language (L2) reading scores are attributed to second language knowledge and first-language (L1) reading ability. In this model, these two factors compensate for deficiencies in each other. Although this model explains a significant portion of L2 reading, much remains unknown. In particular, the compensatory model does not specify the relative contributions of strategic knowledge or background knowledge in L2 reading. Consulting the extant L2 reading literature, this paper proposes a model of second language reading, extending the compensatory model of second language reading. The proposed model predicts the shifting contributions to L2 reading of L2 language knowledge, L1 reading ability, strategic knowledge, and background knowledge. The paper concludes by offering a framework to investigate the explanatory power of the proposed model. [Copyright Elsevier Ltd.]
关键词:applied linguistics, reading processes, Second Language Reading, Reading Strategies, Reading Ability, Reading Processes