The "Virtuous" Circle: Modeling Individual Differences in L2 Reading and Vocabulary Development

Autor/inn/en	Pulido, Diana; Hambrick, David Z.
Titel	The "Virtuous" Circle: Modeling Individual Differences in L2 Reading and Vocabulary Development
Quelle	In: Reading in a Foreign Language, 20 (2008) 2, S.164-190 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Retention (Psychology); Structural Equation Models; Sight Vocabulary; Multiple Choice Tests; Achievement Tests; Spanish; Second Language Instruction; Language Processing; Vocabulary Development; Individual Differences; Second Language Learning; Reading Comprehension; Language Proficiency; Translation + Suchen Sie Ihr Suchwort? Merkfähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Spanisch; Fremdsprachenunterricht; Sprachverarbeitung; Wortschatzarbeit; Individueller Unterschied; Zweitsprachenerwerb; Leseverstehen; Language skill; Language skills; Sprachkompetenz
Abstract	The present study investigated the relative contributions of experiential and ability factors to second language (L2) passage comprehension and L2 vocabulary retention. Participants included a cross section of 99 adult learners of Spanish as a foreign language enrolled in beginning through advanced level university Spanish courses. Participants completed a standardized reading proficiency test (Adult Basic Learning Examination, Spanish version) to verify a range in proficiency, a checklist and translation "passage sight vocabulary" test, and a written recall in the native language of the 4 passages that were read. Vocabulary retention was measured at 2 time intervals by a multiple-choice test of receptive retention of meaning of targeted vocabulary. Data were analyzed using structural equation modeling (SEM). Results revealed consistent support for the following model: (a) Language processing experience positively influenced L2 passage sight vocabulary; (b) L2 passage sight vocabulary positively influenced narrative passage comprehension; and (c) L2 comprehension positively influenced L2 vocabulary growth. (Contains 5 tables, 3 figures, and 5 notes.) (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	2017/4/10