TITLE

THE EFFECTS OF LANGUAGE OF ASSESSMENT AND L2 READING PERFORMANCE ON ADVANCED READERS' RECALL

AUTHOR(S)
Brantmeier, Cindy
PUB. DATE
April 2006
SOURCE
Reading Matrix: An International Online Journal;Apr2006, Vol. 6 Issue 1, p1
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The extent to which L2 reading comprehension of advanced language learners(n1) is a function of language of recall task and/or former L2 reading performance has yet to be investigated. The present study examines how much variance in L2 comprehension, measured via written recall, is accounted for by the condition (L1 or L2) of assessment under which it is administered. It also considers prior L2 reading achievement as a predictor of comprehension with advanced learners. Participants were 106 learners enrolled in Advanced Spanish at the university. Initial results indicate that overall language of recall does not matter with learners from advanced levels of language instruction. Language of recall accounts for only 3% of variance in written recall. However, when advanced learners are further analyzed according to prior L2 reading achievement instead of level of instruction, there are significant differences in the quantity recalled by language. Readers recall better in their native language when L2 reading achievement is taken into account, with learners of lower L2 reading achievement performing better on L1 recalls than L2 recalls. Prior L2 reading performance accounts for 28% of variance in L2 written recall. This positive relationship holds important implications for research, and it may suggest that, with learners from advanced levels of language instruction, researchers should assess reading achievement before making a decision about language of assessment for comprehension.
ACCESSION #
23044096

 

Related Articles

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics