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Download full textFichtner, Friederike; Barcroft, Joe – Reading in a Foreign Language, 2021
Second language (L2) learners comprehend more when they are prepared for novel vocabulary that they encounter in a text. Input-based incremental (IBI) vocabulary instruction (Barcroft, 2012) provides L2 instructors and learners with a means of achieving this goal by (a) presenting optimal input to learners at the right time during a…
Descriptors: Second Language Learning, Second Language Instruction, Self Concept, German
Shingo Nahatame – Reading in a Foreign Language, 2022
This study is an extension of Nahatame's (2018) research that demonstrated the effects of causal and semantic relations between sentences on second language (L2) text processing. Employing eye tracking, this study aimed to examine whether these effects appear during more natural, uninterrupted reading processes and to identify the time course of…
Descriptors: Semantics, Language Processing, Reading Rate, Attribution Theory
Boutorwick, T. J.; Macalister, John; Elgort, Irina – Reading in a Foreign Language, 2019
One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Nahatame, Shingo – Reading in a Foreign Language, 2017
Standards of coherence are one of the major factors that influence reading comprehension. This study investigated the standards of coherence that second language (L2) learners employ when reading. In a pair of experiments, Japanese learners of English read two-sentence texts with varying causal and semantic relatedness between sentences and then…
Descriptors: Reading Skills, Second Language Learning, Reading Comprehension, Semantics
