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Strategies for professional reading in L1 and L2
Author(s) -
Taillefer Gail,
Pugh Tony
Publication year - 1998
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.00047
Subject(s) - reading comprehension , psychology , reading (process) , context (archaeology) , language proficiency , foreign language , linguistics , comprehension , recall , cognitive psychology , mathematics education , paleontology , philosophy , biology
Reading strategies of future professionals, both in native language (L1) and in one or more foreign languages (L2), have been little explored. Findings from research concerning the transfer of L1 reading strategies to the L2 context are contradictory. Our hypothesis is that relative performance in L1 and L2 reading is associated with two key variables involved in successful L2 reading comprehension: L1 reading proficiency and L2 language competency, the latter being the stronger predictor. 39 students were divided into three groups by strength or weakness on each independent variable. Their reading strategies, explored by questionnaire, were compared within and between groups, both in L1 and L2, and were correlated to text recall comprehension scores. Readers strong on both key variables were equally effective in both languages. Strong L1 readers weak in L2 were poor L2 readers but fared better than readers weak on both variables. General reading strategies differentiated efficient readers from poor ones both in L1 and L2, but specific problem‐solving strategies were the main obstacle in L2. Comprehending – the process, or strategic approach employed – correlated very strongly with comprehension – the product, or score – in L2 and fairly strongly in L1. Pedagogical implications suggest individualised reading training in the light of relative difficulties.