國立虎尾科技大學 |

The development of second language reading and morphological processing skills.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The development of second language reading and morphological processing skills./
作者:	Kraut, Rachel.
面頁冊數:	1 online resource (157 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781339449401

The development of second language reading and morphological processing skills.
Kraut, Rachel.

The development of second language reading and morphological processing skills. - 1 online resource (157 pages)

Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2016.

Includes bibliographical references

Decades of research have shed light on the nature of reading in our first language. There is substantial research about how we recognize words, the ways in which we process sentences, and the linguistic and non-linguistic factors which may affect those processes (e.g. Besner & Humphreys, 2009). This has led to more effective pedagogical techniques and methodologies in the teaching of L1 reading (Kamil et al., 2011). With the ever-increasing number of L2 English speakers in U.S. schools and universities, research in more recent has begun to investigate reading in L2. However, this field of inquiry is not nearly as robust as that of L1 reading. Much remains to be explored in terms of how L2 readers process words, sentences, and comprehend what they read (Grabe, 2012).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339449401Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

The development of second language reading and morphological processing skills.
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500 $a Source: Dissertation Abstracts International, Volume: 77-06(E), Section: A.
500 $a Advisers: Kenneth Forster; Janet Nicol.
502 $a Thesis (Ph.D.)--The University of Arizona, 2016.
504 $a Includes bibliographical references
520 $a Decades of research have shed light on the nature of reading in our first language. There is substantial research about how we recognize words, the ways in which we process sentences, and the linguistic and non-linguistic factors which may affect those processes (e.g. Besner & Humphreys, 2009). This has led to more effective pedagogical techniques and methodologies in the teaching of L1 reading (Kamil et al., 2011). With the ever-increasing number of L2 English speakers in U.S. schools and universities, research in more recent has begun to investigate reading in L2. However, this field of inquiry is not nearly as robust as that of L1 reading. Much remains to be explored in terms of how L2 readers process words, sentences, and comprehend what they read (Grabe, 2012).
520 $a The studies in this dissertation add to the growing body of literature detailing the processes of L2 reading and improvement in L2 reading skills. The first two studies will focus on a topic that has sparked lively discussion in the field over the last 10 years or so: the online processing of L2 morphologically complex words in visual word recognition. Article 3 discusses the effects of a pedagogical intervention and the ways in which it may influence the development of second language reading. Broadly, the studies in this dissertation will address the following research questions: (1) how do L2 readers process morphologically complex words? (2) Is there a connection between their knowledge of written morphology and their ability to use it during word recognition? (3) What is the role of L2 proficiency in these processes? (4) How does extensive reading influence the development of L2 reading skills?
520 $a Many studies of L2 word processing have been conducted using offline methods. Accordingly, the studies in this dissertation seek to supplement what we know about L2 morphological processing and reading skills with the use of psycholinguistic tasks, namely, traditional masked priming, masked intervenor priming, and timed reading. Secondly, this collection of studies is among the few to explore the relationship between online processing and offline morphological awareness, thereby bridging the two fields of study. Thirdly, unlike most studies of online processing, the data from this dissertation will be discussed in terms of its implications for the teaching of L2 morphologically complex words and L2 reading skills. Thus, this dissertation may be of interest to those working in L2 psycholinguistics of word recognition and sentence processing as well as ESL practitioners.
520 $a References: Besner, D., & Humphreys, G. (Eds.). (2009). Basic processes in reading: Visual word recognition. New York, NY: Routledge. Grabe, W. (2012). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375--306. Kamil, M., Pearson, D., Moje, E. & Afflerbach, P. (Eds.). (2011). Handbook of reading research (Vol. 4). New York: Routledge.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Linguistics. $3 557829
650 4 $a Foreign language education. $3 1148430
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Arizona. $b Second Language Acquisition & Teaching. $3 1182759
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10007620 $z click for full text (PQDT)