Transcript Comparing L1 and L2 reading

Ahmad Sofwan
[email protected]
COMPARING L1 AND L2
READING
Comparing L1 and L2
reading
• Linguistic and processing differences
• Individual and experiential differences
• Socio-cultural and institutional differences
Linguistic and processing differences
between L1 & L2 readers
1.
Differing amounts of lexical, grammatical, and
discource knowledge at initial stages of L1 and
L2 reading.
L1 students
• learn to read after 4-5 yrs of learning L1
• have learned L1 grammatical structure
• vocabulary knowledge of 5000-7000 words
L2 students
• learn to read sentences & passages almost at
the same time of learning oral language
• Have different grammatical & vocabulary
knowledge
• Lack grammatical & discourse knowledge
• May not be fully familiar with genre
expectations of certain text types
2. Greater metalinguistic and metacognitive
awareness of L2 settings
• L2 students develop a greater metalinguistic
awareness a resource for reading
• More L2 stds discuss, reflect on, linguistic
resources (vocab,morphology, grammar,
&discource knowledge) to assist them in
comprehension
• L2 students begin to read after the have been
learning literacy skills and content knowledge
in their L1.
• L2 stds are more aware how they have learned
to read, what reading strategies can work for
them, and how language knowledge can
support their literacy development.
3. Differing amounts of exposure to L2 reading
• Development of fluency and automaticity in
word and syntactic processing is an essential
foundation for reading
• L2 readers are not exposed to enough L2
reading materials to build fluent processing &
to build a large recognition vocabulary
• L1 readers spend years building up the amount
of exposure to reading materials needed to
develop fluency and automaticity.
4. Varying linguistic differences across any two
languages
• Orthographic differences – shallow
(orthographically regular - Indonesian) or deep
(phonologically regular - English)
• Heavy processing demands associated with
morphemic (complexity) influence the text
reading speed
• Demands placed on working memory in
applyng grapheme-phoneme correspondences
to reading is lower for a regular ortography
than an irregular orthography like English
5. Varying L2 proficiencies as a foundation for L2
reading (Language Threshold Hypothesis)
•
•
Students must have a sufficient amount of L2
knowledge (vocabulary, grammar & discourse) to make
effective use of skills and strategies that are part of L1
reading comprehension abilities. If the reader is
devoting most of his cognitive resources to figuring out
the language of L2 text, there are few cognitive
resources left over for the fluent comprehension
process to support L1 reader
A variable amount of linguistic knowledge, combined
with fluency of processing, is needed to read a specific
text, on a specific topic, for a specific task.
6. Varying language transfer influences
• L1 readers use their L1 knowledge and
experiences to help them carry out L2 tasks.
• They use L1 phonological knowledge, topical
knowledge, general background knowledge,
problem solving strategies, & inferencing skills.
• Transfer may support reading tasks; it can
interfere with successful task completion.
7.
•
Interacting influence of working with two
languages
Interplay between two languages in L2 reading
abilities influences word recognition, reading
rate, the organization of the lexicon, the speed
of the syntactic processing, strategies for
comprehension, experiences in task
performance, expectation of success and
failure, motivation for reading and other poitns
of interaction.
Individual and experiential differences
for L1 and L2 readers
8. Differing levels of L1 reading abilities.
L2 readers are influenced by their levels of L1
reading abilities.
Students who are weak in L1 literacy abilities
cannot be expected to transfer many supporting
resources to L2 reading contexts.
The types of abilities students use in their L1
reading represent the upper limit of what can be
expected for linguistic transfer, strategic
practices, problem solving experiences, task
completion skills, and metacognitive awareness
of reading processes
9. Differing motivations for reading in L2
L2 readers have different individual motivation
for reading, differing self-esteem, interest,
involvement with reading and emotional
responses to reading
Students have different underlying attitudes
toward L2 reading, linked to perspectives on past
educational experiences in both L1 and L2
contexts and to socio-political differences
between L1 and L2 societies
10. Differing kinds of texts in L2 contexts
L2 readers have different experiences with
various text genres
They develop different approaches to various
texts
They are less likely to be exposed to the full range
of text genres commonly read by L1 students
11. Differing language resources for L2 readers
L2 readers use bilingual dictionaries, glosses,
translation, and cultural background resources in
L2 context, but not in L1 context.
These resources should be used efficiently to
assist L2 readers to gain full comprehension of
the texts
Socio-cultural & institutional
differences influencing L2 reading
development
12. Differing socio-cultural backgrounds of L2
readers.
What is meant to be literate, how this literacy is
valued, used, and displayed will vary from culture
to culture. In some culture, literacy is uncommon,
written communication involves scribes and
letter writers. Other culture use literacy
extensively, but emphasize certain uses over
others. In US, UK, Australia, everyone should be
literate, so literacy environment is intence and
pervasive
13. Differing ways of organizing discourse & texts.
There are differing cultural and social preferences
given to particular ways of organizing texts and
discourse (conventions in writing)
Certain socio-cultural preferences for making an
argument or taking a position tend to be
conventionalised in writing so that the stuctures
and organizational plans for writing tend to
reflect an expected way to write an argument.
Purposes of writing, beliefs about the preferred
way to make an argument and the ways in which
information is used in writing all influence how
texts may be organised and how linguistic
resources are employed
14. Differing expectations of L2 educational
institutions
L2 students are shaped in their assumptions and
their performances by their previous L1
institutional experiences (e.g. national exams)
which could be in sharp contrast with the L2
institutional settings. Other differences include
funding for teacher training, level of teacher
experience, etc.
Group socialization to the usefulness of
institutional structures and the potential
oppressiveness of these institutional structures
may also have some effect.