The Effects of L1 and L2 Group Discussions on L2 Reading Comprehension

Autor/inn/en	Turnbull, Blake; Evans, Moyra Sweetnam
Titel	The Effects of L1 and L2 Group Discussions on L2 Reading Comprehension
Quelle	In: Reading in a Foreign Language, 29 (2017) 1, S.133-154 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Native Language; Second Language Learning; Japanese; Recall (Psychology); Bilingualism; Teaching Methods; College Students; English (Second Language); Reading Strategies; Group Discussion; Second Language Instruction; Language Usage; Foreign Countries; Sociocultural Patterns; Control Groups; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Japaner; Japanisch; Abberufung; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Reading strategy; Leselernstufe; Lesetechnik; Gruppendiskussion; Fremdsprachenunterricht; Sprachgebrauch; Ausland; Soziokulturelle Theorie; Statistische Analyse; Neuseeland
Abstract	The aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners' reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01