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E-raamat: Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners

(Associate Professor, School of Foreign Languages, Shanghai Jiao Tong University, China)
  • Formaat: 162 pages
  • Sari: China Perspectives
  • Ilmumisaeg: 20-May-2016
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781317538714
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Use of L1 Cognitive Resources in L2 Reading by Chinese EFL LearnersSuurem pilt
  • Formaat: 162 pages
  • Sari: China Perspectives
  • Ilmumisaeg: 20-May-2016
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781317538714
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This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental-structure building, L1 cognitive use in L2 reading, and other related cognitive mechanisms and capacities of EFL learners in China. It integrated test-based and product-oriented as well as VPA-based (verbal protocol analysis) and process-oriented experiments to address the problems of reading in a second language. This book provides several theoretical, methodological and pedagogical insights, including the multidimensional nature of L2 reading and Vygotskyan sociocultural theory as a suitable L2 reading framework, combined approaches on L2 studies, and the rewarding active use of L1 cognitive resources in L2 learning.
List of figures
x
List of tables
xi
List of abbreviations
xiii
1 Introducing the study
1(11)
1.1 Introduction
1(1)
1.2 Need for the study
1(1)
1.2 1 Importance of L2 reading for Chinese EFL learners
1(3)
1.2.2 Investigation of the psycho-cognitive nature of transfer and the threshold effect in L2 reading
2(1)
1.2.3 Clarification of controversies on the effects of L1 use in L2 learning and reading
3(1)
1.3 Research questions
4(2)
1.4 Significance of the study
6(2)
1.4.1 Theoretical significance
6(1)
1.4.2 Methodological significance
6(1)
1.4.3 Pedagogical significance
7(1)
1.5 Basic concepts and constructs
8(3)
1.5.1 Conceptualization of L1 cognitive resources
8(2)
1.5.2 Conceptualization of L2 proficiency in L2 reading
10(1)
1.6 Outline of the book
11(1)
2 Research background
12(24)
2.1 Introduction
12(1)
2.2 Reading and reading research
12(7)
2.2.1 The nature of reading
12(1)
2.2.2 Processes of reading
13(1)
2.2.3 Bottom-up, top-down, and interactive processing models
14(2)
2.2.4 General cognitive theories on text comprehension
16(3)
2.3 A brief history in L2 reading research
19(1)
2.4 Previous research on the effects of L1 reading on L2 reading
20(10)
2.4.1 LLH and LTH in language learning
20(2)
2.4.2 LIH and LTH in L2 reading
22(2)
2.4.3 The threshold level and the threshold effect on L2 reading
24(1)
2.4.4 Limitations with previous research
25(2)
2.4.5 Proposed solutions to the existing problems
27(3)
2.5 Previous research on L1 cognitive use in L2 learning
30(6)
2.5.1 Introduction
30(1)
2.5.2 General research on L1 cognitive use in L2 learning
30(2)
2.5.3 Previous research on L1 cognitive use in L2 writing, learner interaction, and L2 reading
32(2)
2.5.4 Limitations with previous research
34(2)
3 Theoretical perspectives
36(12)
3.1 Introduction
36(1)
3.2 The Structure Building Framework
36(3)
3.2.1 Introduction
36(1)
3.2.2 The mechanism of suppression and enhancement in comprehension
37(1)
3.2.3 A proposed hypothesis based on the Structure Building Framework
38(1)
3.3 Vygotsky's sociocultural theory
39(4)
3.3.1 Internalization
39(1)
3.3.2 The mediating role of artefacts
39(1)
3.3.3 ZPD and scaffolding
40(1)
3.3.4 Thought and language
41(1)
3.3.5 Conclusion
42(1)
3.4 Theories of transfer
43(5)
3.4.1 Cognitive theories
43(1)
3.4.2 Transfer in SLA
43(1)
3.4.3 Transfer in L2 reading
44(4)
4 Research design and methodology: the test-based and product-oriented experiments
48(9)
4.1 Introduction
48(1)
4.2 Effects of L1 reading ability on L2 reading: the research design
48(5)
4.2.1 Subjects
48(1)
4.2.2 Instruments
49(3)
4.2.3 Data collection
52(1)
4.2.4 Data analysis
52(1)
4.3 The transfer of the building of mental representations: the research design
53(4)
4.3.1 Introduction
53(1)
4.3.2 Subjects
53(1)
4.3.3 Instruments
54(1)
4.3.4 Procedure
55(2)
5 Research design and methodology: the VPA-based and process-oriented experiment
57(14)
5.1 Introduction
57(1)
5.2 Subjects
57(1)
5.3 Method
58(2)
5.3.1 Justification for using VPA
58(1)
5.3.2 Methodology to ensure validity and reliability of VPA
59(1)
5.4 Material
60(1)
5.5 Data collection procedure
61(1)
5.6 Transcribing verbal reports
61(10)
5.6.1 Developing a coding scheme
62(1)
5.6.2 Segmenting protocols
62(1)
5.6.3 Coding protocols
62(8)
5.6.4 Calculating encoder reliability
70(1)
6 Results and discussion: the test-based and product-oriented experiments
71(28)
6.1 Introduction
71(1)
6.2 Question 1
71(7)
6.2.1 The transfer of reading ability
72(1)
6.2.2 The transfer of the building of mental representations
73(5)
6.2.3 Summary
78(1)
6.3 Question 2
78(9)
6.3.1 Threshold effect
78(3)
6.3.2 The psycho-cognitive nature of a threshold effect
81(5)
6.3.3 Summary
86(1)
6.4 Question 3
87(7)
6.4.1 Mutual compensation effects
87(6)
6.4.2 Conclusion
93(1)
6.4.3 Cognitive interpretations of the mutual compensation effects
93(1)
6.5 General findings
94(1)
6.6 Reading problems or language problems?
95(1)
6.7 Automaticity or control in L2 reading?
96(3)
7 Results and discussion: the VPA-based and process-oriented experiment
99(23)
7.1 Introduction
99(1)
7.2 The threshold effect
99(3)
7.3 The role of L1 cognitive use in L2 reading
102(16)
7.3.1 Introduction
102(1)
7.3.2 Question 1
102(8)
7.3.3 Question 2
110(8)
7.4 Discussion and conclusion
118(4)
8 Conclusion: effects of L1 cognitive resources on L2 reading
122(11)
8.1 Introduction
122(1)
8.2 Major findings
122(2)
8.2.1 Findings of the test-based and product-oriented experiments
122(1)
8.2.2 Findings concerning the VPA-based and process-oriented experiment
123(1)
8.3 Theoretical implications
124(1)
8.3.1 Integration of RUH and LTH in L2 reading research
124(1)
8.3.2 Adoption of theories and findings from cognitive psychology
124(1)
8.3.3 Adoption of sociocultural theory in L2 reading research
125(1)
8.4 Methodological implications
125(1)
8.4.1 Carrying out multivariate data analyses
126(1)
8.4.2 Collecting data by test-based and product-oriented methods
126(1)
8.4.3 Providing complementary data by VPA-based and process-oriented methods
126(1)
8.5 Pedagogical implications
126(3)
8.5.1 Encouraging to make active use of L1 cognitive resources
127(1)
8.5.2 Stressing the importance of high L2 proficiency
127(1)
8.5.3 Adopting appropriate attitudes toward L1 use in L2 learning
128(1)
8.6 Limitations of the study
129(1)
8.6.1 Conceptualization of L2 proficiency and reading ability
129(1)
8.6.2 Population generalizability
129(1)
8.6.3 Supplementary methods
130(1)
8.7 Directions for future research
130(3)
8.7.1 Collecting data for conducting path analysis
130(1)
8.7.2 Adopting other approaches to data analysis
130(1)
8.7.3 Collecting more fine-grained data on L1 reading ability
130(1)
8.7.4 Research on the nature of the mechanism of suppression and other mediating variables in L2 reading
131(2)
Bibliography 133(15)
Appendix 148
Shiyu Wu is Associate Professor at the School of Foreign Languages, Shanghai Jiao Tong University. Her research interest includes Greek classics, Western languages, second language acquisition, and second language psycholinguistics.
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