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Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights from the ENglish Reading Online (ENRO) Project
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Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Multisite Replication in Second Language Acquisition Research: Attention to Form during Listening and Reading Comprehension
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Morgan-Short, Kara; Marsden, Emma; Heil, Jeanne; Issa, Bernard I., II.; Leow, Ronald P.; Mikhaylova, Anna; Mikolajczak, Sylwia; Moreno, Nina; Slabakova, Roumyana; Szudarski, Pawel – Language Learning, 2018
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with…
Descriptors: Second Language Learning, Language Research, Listening Comprehension, Reading Comprehension
Reconceptualizing Reactivity of Think-Alouds and Eye Tracking: Absence of Evidence Is Not Evidence of Absence
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Godfroid, Aline; Spino, Le Anne – Language Learning, 2015
This study extends previous reactivity research on the cognitive effects of think-alouds to include eye-tracking methodology. Unlike previous studies, we supplemented traditional superiority tests with equivalence tests, because only the latter are conceptually appropriate for demonstrating nonreactivity. Advanced learners of English read short…
Descriptors: Eye Movements, English (Second Language), Second Language Learning, Advanced Students
Reading in Multiple Orthographies: Differences and Similarities in Reading in Spanish and English for English Learners
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Goodwin, Amanda P.; August, Diane; Calderon, Margarita – Language Learning, 2015
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Reading Processes
Learning L2 German Vocabulary through Reading: The Effect of Three Enhancement Techniques Compared
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Peters, Elke; Hulstijn, Jan H.; Sercu, Lies; Lutjeharms, Madeline – Language Learning, 2009
This study investigated three techniques designed to increase the chances that second language (L2) readers look up and learn unfamiliar words during and after reading an L2 text. Participants in the study, 137 college students in Belgium (L1 = Dutch, L2 = German), were randomly assigned to one of four conditions, forming combinations of two…
Descriptors: Second Language Learning, Reading Comprehension, Reading Processes, College Students
The Effect of Frequency of Input-Enhancements on Word Learning and Text Comprehension
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Rott, Susanne – Language Learning, 2007
Research on second language lexical development during reading has found positive effects for word frequency, the provision of glosses, and elaborative word processing. However, findings have been inconclusive regarding the effect of such intervention tasks on long-term retention. Likewise, few studies have looked at the cumulative effect of…
Descriptors: Second Language Learning, Semantics, Reading Processes, Word Frequency
The Relationship between Text Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter of Topic Familiarity?
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Pulido, Diana – Language Learning, 2007
The study reported in this article describes second language (L2) vocabulary learning outcomes associated with adult L2 reading comprehension processes, thus connecting L2 learning with the complex cognitive and linguistic processing involved in reading. The study aimed to determine whether background knowledge moderated the relationship between…
Descriptors: Prior Learning, Second Language Learning, Semantics, Memory
Schematic Concept Formation: Concurrent Validity for Attained English as a Second Language Reading Comprehension.
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Perkins, Kyle; Angelis, Paul J. – Language Learning, 1985
Describes a study that explored the relationship between performance of a schematic concept formation task (SCF) and reading performance in students of English as a second language. Above average readers had significantly higher SCF ranks than below average readers. Offers suggestions for future research with SCF tasks. (SED)
Descriptors: Adult Students, Cognitive Measurement, Cognitive Processes, English (Second Language)
Language Proficiency, Text Content and Order Effects in Narrative Recall.
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Walters, Joel; Wolf, Yuval – Language Learning, 1986
Presents some of the general goals in story grammar research and examines its major issues. Then describes a study in which the effects of text content and order on narrative recall were investigated in intermediate and advanced readers of English as a foreign language. (SED)
Descriptors: English (Second Language), Language Processing, Language Proficiency, Language Research
Syntactic Processing by Skilled Bilinguals.
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Hoover, Michael L.; Dwivedi, Veena D. – Language Learning, 1998
Recent advances in cross-language psycholinguistics provide reading researchers with both the models and the tools needed to investigate the syntactic processing of second-language (L2) readers. In this study, 48 first-language and 48 highly fluent L2 French readers read sentences containing constructions that do not exist in English, pre-verbal…
Descriptors: Bilingualism, Contrastive Linguistics, English, French
Second Language Readers' Memory for Narrative Texts: Evidence for Structure-Preserving Top-Down Processing.
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Horiba, Yukie; And Others – Language Learning, 1993
Investigated how English-as-a-Second-Language (L2) readers used structural properties of a text to "fill in the gaps" in their mental representations and compared these with native English readers' recall protocols. L2 readers' structure-preserving recalls were higher than their meaning-preserving protocols. Results suggest that L2 readers used…
Descriptors: Comparative Analysis, English (Second Language), Memory, Native Speakers
Awareness of Form Class as a Factor in ESL Reading Comprehension.
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Guarino, Regina; Perkins, Kyle – Language Learning, 1986
Describes research done to determine whether there is a statistical relationship between an English as a second language learner's ability to determine a word's morphemes or structural units and his/her ability to comprehend written English text. (SED)
Descriptors: Cognitive Processes, English (Second Language), Form Classes (Languages), Higher Education
Textual Cohesion and Second-Language Comprehension.
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Jonz, Jon – Language Learning, 1987
Analysis of responses to two cloze tests administered to native and non-native speakers of English revealed that non-natives were far less capable of coping with the loss of redundant cohesive data than were natives. Nonnatives were more reliant on text in comprehension process than were native speakers. (Author/CB)
Descriptors: Cloze Procedure, Cohesion (Written Composition), College Students, Context Clues