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Chinese L2 Learners' Depth of Vocabulary Knowledge and Its Role in Reading Comprehension

Peer reviewed

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Zhang, Dongbo; Yang, Xuexue – Foreign Language Annals, 2016

Using a Chinese Word Associates Test (WAT-C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners' reading comprehension. Results showed no significant effects of word frequency, word class (i.e., adjectives vs. verbs), and type of association relationships (i.e., paradigmatic vs.…

Descriptors: Chinese, Second Language Learning, Second Language Instruction, Cognitive Processes

How Involved Are American L2 Learners of Spanish in Lexical Input Processing Tasks during Reading?

Peer reviewed

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Pulido, Diana – Studies in Second Language Acquisition, 2009

This study examines the nature of the involvement load (Laufer & Hulstijn, 2001) in second language (L2) lexical input processing through reading by considering the effects of the reader-based factors of L2 reading proficiency and background knowledge. The lexical input processing aspects investigated were lexical inferencing (search), attentional…

Descriptors: Measures (Individuals), Memory, Vocabulary Development, Second Language Learning

Highlighting Vocabulary in Inferential Comprehension Instruction.

Peer reviewed

Johnson, Dale D.; von Hoff Johnson, Bonnie – Journal of Reading, 1986

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Descriptors: Cognitive Processes, Inferences, Learning Strategies, Prior Learning