Reading Comprehension in Polish and English

Monika Kusiak

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ISBN/ISSN:

978-83-233-3513-9

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Jagiellońskiego

Rok wydania:

2013

Liczba stron:

239

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Kusiak, Monika. Reading Comprehension in Polish and English. Red. . Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 2013, 239 s. ISBN 978-83-233-3513-9

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Kusiak, M.

T1 Reading Comprehension in Polish and English

PB Wydawnictwo Uniwersytetu Jagiellońskiego

PP Kraków

YR 2013

SN 978-83-233-3513-9

Bibliografia BibTex:

@Book{ 152383, author = "Kusiak, Monika", editor = "", title = "Reading Comprehension in Polish and English", publisher = "Wydawnictwo Uniwersytetu Jagiellońskiego", year = "2013", address = "Kraków", isbn = "978-83-233-3513-9" }

Bibliografia endNote:

TY - BOOK

AU - Kusiak, Monika

ED -

TI - Reading Comprehension in Polish and English

PB - Wydawnictwo Uniwersytetu Jagiellońskiego

CY - Kraków

PY - 2013

SN - 978-83-233-3513-9

ER -

Netografia (standard APA):

Kusiak, Monika. Reading Comprehension in Polish and English [baza danych online] Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 2013 [dostęp: 22 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/reading-comprehension-in-polish-and-english-monika-kusiak-152383.

FL/L2 reading, reading in English, cross-linguistic reading, Linguistic Threshold Hypothesis

This book is about reading. Throughout the book, the author explains the complexity of the dual-language involvement of FL/L2 reading by showing how L1 and FL/L2 factors interplay in FL/L2 reading. The main aim of the book is to explore reading in...

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ISBN/ISSN:

978-83-233-3513-9

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Jagiellońskiego

Rok wydania:

2013

Liczba stron:

239

XML:ISBN/ISSN:

ONIX MARC21

ACKNOWLEDGEMENTS12
INTRODUCTION14
PART I: ESSENTIAL COMPONENTS OF READING – A CROSS-LINGUISTIC APPROACH16
1. FL/L2 reading – a language problem or a reading problem?17
1.1. Th e Linguistic Th reshold Hypothesis17
1.2. Th e Linguistic Interdependence Hypothesis18
1.3. Consolidating the Linguistic Th reshold and the Linguistic Interdependence Hypotheses19
2. Lower-level language processing – word and sentence level20
2.1. Phonological processing21
2.1.1. Th e importance of phonological decoding in L1 reading21
2.1.2. Phonological processing in diff erent orthographic systems21
2.1.3. Phonological processes in reading English as L1 and Polish as L122
2.1.4. Cross-linguistic variations: Th e infl uence of L1 orthographic background on FL/L2 reading23
2.2. Word recognition24
2.2.1. Th e role of phonological mediation in word recognition24
2.2.2. Word recognition in the rauding theory26
2.3. Vocabulary knowledge27
2.3.1. Th e importance of vocabulary knowledge in L1 and FL/L2 reading27
2.3.2. Cross-linguistic studies28
2.4. Sentence processing29
2.4.1. Factors infl uencing sentence processing29
2.4.2. Sentence processing in the competition model of language acquisition30
2.4.3. Cross-linguistic variations in sentence processing31
3. Higher-level language processing – discourse level and text structure knowledge33
3.1. Discourse processing33
3.1.1. Th e Kintsch model33
3.1.2. Mental models34
3.1.3. Studies on L1 and FL/L2 discourse comprehension35
3.2. Coherence development36
3.2.1. Coherence in the psychological perspective36
3.2.2. Contrastive studies36
3.3. Establishing coherence through inferencing37
3.3.1. Elaborative and bridging inferences38
3.3.2. Studies on coherence building in L1 and FL/L2 reading38
3.4. Text structure and comprehension39
3.4.1. Narrative texts40
3.4.1.1. Story grammar40
3.4.1.2. Causal network models41
3.4.2. Expository texts – focus on the text structure42
3.4.2.1. Meyer’s system42
3.4.2.2. Contrastive studies43
3.4.3. Expository texts – focus on the reader’s comprehension44
3.4.3.1. Th e Gernsbacher model44
3.4.3.2. Britton’s grammar of exposition48
3.4.3.3. Inducing insights by exposition51
3.5. Contrastive rhetoric52
3.5.1. Pioneering studies53
3.5.2. European languages53
3.5.3. Th e Polish language55
3.5.4. Summary57
3.5.5. Implications for FL/L2 reading58
4. Language-independent factors59
4.1. Background knowledge59
4.1.1. Conceptual knowledge60
4.1.2. Domain knowledge60
4.1.3. Cultural knowledge61
4.1.4. Th e relationship between background knowledge and FL profi ciency62
4.2. Metalinguistic knowledge63
4.1.5. Teaching implications63
4.2.1. Defi nition of the term63
4.2.2. Interrelations among metalinguistic knowledge, metalinguistic awareness and metalinguistic ability65
4.2.3. Metalinguistic phenomena in bilingual learners’ reading65
4.2.4. Summary67
4.3. Metacognition68
4.3.1. Various conceptions of metacognition68
4.3.2. Metacognition of L1 readers69
4.3.3. Metacognition of FL/L2 readers70
4.3.4. Metacognition in the Bernhardt constructivist reading model71
4.3.5. Cross-linguistic studies72
4.3.6. Eff ects of metacognitive training74
5. Summary of the fi ndings and implications for future research75
5.1. Vocabulary, syntax and discourse76
5.1.1. Th e role of L1 in FL/L2 reading76
5.1.2. Diff erences between L1 and FL/L2 reading76
5.1.3. Interlingual transfer77
5.2. Metacognition, metalinguistic knowledge and background knowledge79
5.3. Suggestions for future research80
5.3.1. A call for a unifi ed theory of reading80
5.3.2. Th e need for more cross-linguistic reading research in Poland81
1. Th ink-aloud methodology84
PART II: THINK-ALOUD READING COMPREHENSION STUDIES84
1.1. Aspects of reading investigated by think-aloud methodology84
1.2. Using protocol analysis in theory building and research86
1.3. Th eoretical underpinnings of think-aloud methodology86
1.4. Ericsson and Simon’s model and text processing88
1.5. General methodological guidelines for think-aloud research89
2. A review of selected studies in the L1 reading context93
2.1. Reading as a problem-solving process95
2.2. Reading as a process of constructing a text model95
2.3. Evaluating text understanding96
2.4. Strategies used by expert readers97
2.5. Diff erences between expert and novice readers98
2.6. A summary of research fi ndings100
2.7. Conclusions – reading in L1103
2.7.1. Th e relationship between the think-aloud method and reading103
2.7.2. Th e view of reading and the reader created by the studies105
3. A review of selected studies in the FL/L2 reading context107
3.1. FL/L2 readers’ approach to the text108
3.2. Strategies used by successful and unsuccessful readers109
3.3. Monitoring comprehension by profi cient and less profi cient readers110
3.4. Factors that make texts diffi cult to read111
3.5. Conclusions – reading in FL/L2111
3.5.1. Skilled vs. less skilled FL/L2 readers112
3.5.2. FL/L2 reading vs. L1 reading113
4. A review of selected comparative studies in L1 and FL/L2114
4.1. Processing strategies in L1 and FL/L2 reading116
4.2. Interpretation problems of L1 and FL readers118
4.3. Test-taking strategies in L1 and FL reading118
4.4. Transfer of reading processes from L1 to FL119
4.5. Conclusions – reading in L1 and FL/L2120
1. Description of the study126
PART III: THE THINK-ALOUD STUDY126
1.1. Th e goal of the study126
1.2. Subjects127
1.3. Texts127
1.4. Tasks128
1.5. Directions to subjects129
1.6. Transcription process129
1.7. Process of analyzing the protocols130
2. Analysis of students’ strategies: Stage 1131
2.1. Research questions131
2.2. Results131
2.3. Discussion141
2.4. Conclusions145
3. Analysis of problems and solutions: Stage 2146
3.1. Research questions146
3.2. Procedures applied in the analysis147
3.3. Results147
3.3.1. Problems and solutions applied in reading in Polish and English – a comparison of comprehension processes147
3.3.2. How did the students cope with vocabulary problems inreading the English text?151
3.3.3. How did the students cope with diffi culties in understanding concepts?152
3.4. Conclusions about the students’ comprehensionof the text155
4. Analysis of propositions: Stage 3157
4.1. Research questions157
4.2. Results158
4.2.1. Identifying diff erent types of propositions158
4.2.2. Th e role of predictions in understanding the text161
4.2.3. Th e role of pictures in understanding the text164
4.2.4. Strategies the students used to evaluate their comprehension165
4.3. Conclusions166
5. Students’ idiosyncratic patterns of constructing comprehension: Stage 4167
5.1. Research questions167
5.2. Results and conclusions167
6. Evaluating the readers’ comprehension – how well the subjects understood the texts: Stage 5170
6.1. Research focus and analysis of results170
6.2. Conclusions174
7. Th e interview with the students: Stage 6175
7.1. Research focus175
7.2. Results175
7.2.1. Students’ individual styles of reading in relation to the Polish and the English text175
7.2.2. Diff erences between reading in Polish and reading in English177
7.3. Conclusions179
8. Evaluation of the study180
8.1. General comments on the design of the study180
8.2. Evaluation of the reliability and validity of the study181
8.3. Triangulation183
8.4. Limitations of the study186
9. Implications of the fi ndings190
9.1. Implications for further research190
9.2. Teaching implications192
CONCLUDING SUMMARY196
APPENDICES 200
APPENDIX 1. 200
APPENDIX 2. 202
APPENDIX 3. 212
BIBLIOGRAPHY216
INDEX236

order.Alderson(1984:11)concludesthattheucorollaryoftheparallelprocessing

theoryisthattheknowledgeoftheforeignlanguagewillaﬀectthedevelopment

oftheforeignlanguagestrategies:thelessoftheforeignlanguageyouknow,the

morelikelyyouaretoreadasinyourﬁrstlanguage.”Teissueofcross-linguistic

variationsinsentenceprocessingisdiscussedinSection2.4.below.

Similarly,GrabeandStoller(2002)consideralevelofL1readingabilitiescrucial.

Teyclaimthat

studentswhoareweakinL1literacyabilitiescannotbeexpectedtotransfermanysup-

portingresourcestoL2readingcontexts.Tetypesofabilitiesthatstudentsuseintheir

L1readingrepresenttheupperlimitofwhatcanbeexpectedforlinguistictransfer,stra-

tegicpractices,problem-solvingexperiences,taskcompletionskillsandmetacognitive

awarenessofreadingprocesses(GrabeandStoller2002:56).

1.3.ConsolidatingtheLinguisticThreshold

andtheLinguisticInterdependenceHypotheses

BernhardtandKamil(1995)reviewedthestudiesinvestigatingthecontributionof

L1readingandFL/L2proﬁciencytoFL/L2reading,andobservedconsiderablecon-

sistencyintheamountofvarianceaccountedforbyL1reading(from20%upwards)

andFL/L2proﬁciency(from30%upwards),withFL/L2proﬁciencyconsistently

amorepowerfulpredictor.Teypointedoutthatmoststudiesleave50%ofthe

varianceinFL/L2readingabilityunexplained.

Readingstudiesconductedattheendofthe20thcenturyindicatethatboth

ﬁrstlanguagereadingabilityandforeign/secondlanguageproﬁciencyhavesigniﬁ-

canteﬀectsonforeign/secondlanguagereadingability,e.g.,Bossers(1992,cited

inAlderson2001),Carrell(1991).Aninterestingconnectionbetweenthelevel

ofFL/L2knowledgeandFL/L2readingwasobservedbyBossers,whofoundthat

FL/L2knowledge(especiallyvocabularyknowledge)wasstronglyrelatedtoFL/L2

readingcomprehensionatalowerlevelofFL/L2proﬁciency.Teresearcherfound

thatonlyuatrelativelyadvancedlevelsofL2proﬁciencydidﬁrst-languagereading

abilityprovetobethesolepredictorofsecond-languagereading”(Bossers1992,

citedinAlderson2001:39).Similarly,Block(1986)observedthatproﬁcientFL/L2

readersperformedsimilarlytoproﬁcientL1readers;lessproﬁcientFL/L2readers

performedsimilarlytolessproﬁcientL1readers.Block(1986:336)concludedthat

ustrategicresources,thus,seemmoreimportantthanspeciﬁclinguisticknowledge

forthesereaders.”

Inarecentstudy,vanGelderenetal.(2007)contributedconsiderablytothe

resultsdiscussedabove.Inalongitudinalstudy,theresearchersinvestigated

theeﬀectsofmetacognitiveknowledge,languageknowledgeandprocessingskills

onL1(Dutch)andFL(English)readingcomprehension.Teresearcherslookedat

thedevelopmentof13-year-oldadolescentsoveraperiodoftwoyears(fromgrade

8tograde10).TeﬁndingsindicatedhighandgrowingcorrelationsbetweenL1

andFLreadingcomprehension.L1andFLreadingcomprehensionprovedtobe

highlyrelatedtoeachotheratthebeginningofgrade8;thisrelationshipbecame

PartI:Essentialcomponentsofreading-across-linguisticapproach

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