Relationship between L1 Reading Comprehension, L1 Spelling, and Second Language Improvement in Iranian EFL Learners
محورهای موضوعی : Teaching
1 - Department of English, Farabi University, Tehran, Iran.
کلید واژه: L1 Reading, Spelling Literacy, English Language Acquisition ,
چکیده مقاله :
This study aims to investigate the role of first language literacy and reading habits in L2 development. the researcher invited a group of 97 pre-intermediate and intermediate learners from various schools to participate in this study. They were asked to take part in two L1 tests (L1 reading comprehension and L1 spelling) as well as an L2 achievement test. Correlation was used to find the possible relation between L1 literacy and L2 development and in order to find out which of the two subcomponents of L1 literacy can better predict L2 development, regression was used. The findings show that there is a meaningful relationship between L1 literacy and L2 development. Both reading comprehension and spelling knowledge of L1 can lead to L2 development; the statistics revealed that both can preferably lead to L2 development and L2 literacy. But in this study, reading comprehension has the strongest impact on L2 development.
This study aims to investigate the role of first language literacy and reading habits in L2 development. the researcher invited a group of 97 pre-intermediate and intermediate learners from various schools to participate in this study. They were asked to take part in two L1 tests (L1 reading comprehension and L1 spelling) as well as an L2 achievement test. Correlation was used to find the possible relation between L1 literacy and L2 development and in order to find out which of the two subcomponents of L1 literacy can better predict L2 development, regression was used. The findings show that there is a meaningful relationship between L1 literacy and L2 development. Both reading comprehension and spelling knowledge of L1 can lead to L2 development; the statistics revealed that both can preferably lead to L2 development and L2 literacy. But in this study, reading comprehension has the strongest impact on L2 development.
Alderson, J. C. (2007). Assessing reading. Cambridge University Press.
Ardasheva, Y. (2016). A structural equation modeling investigation of relationships among second language learning strategies, motivation, and proficiency. Journal of Language, Identity & Education, 15(2), 86-103.
Artieda, G. (2017). The role of reading literacy in the development of second language acquisition. Language Learning Journal, 45(1), 45-58.
Artieda, G., & Muñoz, C. (2013). L1 literacy and L2 development: The role of age and literacy level. Applied Linguistics, 34(3), 392-407.
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates.
Bigelow, M., & Schwarz, R. L. (2010). Adult English language learners with limited literacy. National Institute for Literacy.
Bigelow, M., & Tarone, E. (2004). The role of literacy level in second language acquisition: Doesn't who we study determine what we know? TESOL Quarterly, 38(4), 689-700.
Condelli, L., & Wrigley, H. S. (2008). Real-world research: Combining qualitative and quantitative research for adult ESL. TESOL Quarterly, 42(3), 620-635.
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question, and some other matters. Working Papers on Bilingualism, 19, 121-129.
Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83(2), 264-274.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in US schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.
Gest, S. D., Freeman, N. R., Domitrovich, C. E., & Welsh, J. A. (2004). Shared book reading and children’s language comprehension skills: The moderating role of parental discipline practices. Early Childhood Research Quarterly, 19(2), 319-336.
Grabe, W., & Yamashita, J. (2022). The role of reading fluency in second language reading development. Language Teaching Research, 26(3), 1-21.
Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.
Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527-558.
Kim, H. S., Relkin, N. R., Lee, K. M., & Hirsch, J. (1997). Distinct cortical areas associated with native and second languages. Nature, 388(6638), 171-174.
Landi, N. (2010). An examination of the relationship between reading comprehension, vocabulary, and word knowledge in adults. Reading and Writing, 23(4), 465-493.
Long, M. H. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12(3), 251-285.
McLaughlin, B. (1990). The relationship between first and second languages: Language proficiency and language aptitude. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The Development of Second Language Proficiency (pp. 158-174). Cambridge University Press.
Meschyan, G., & Hernandez, A. E. (2002). Is native-language decoding skill related to second-language learning? Journal of Educational Psychology, 94(1), 14-22.
Mirzaei Jegarlooei, A. (2011). Reading attitude transfer from L1 to L2 among Iranian EFL learners: The role of gender and language proficiency. Journal of English Language Teaching and Learning, 53(1), 95-113.
Munoz, C. (2000). Bilingualism and the linguistic interdependence hypothesis: A longitudinal study of Spanish-speaking ESL learners. Applied Linguistics, 21(1), 29-56.
Park, G. (2015). Critical perspectives on language and education: Ideological issues in the relationship between L1 literacy and L2 development. Journal of Second Language Writing, 30, 1-13.
Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge University Press.
Senechal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10(1), 59-87.
Senechal, M., & Lefevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
Slobin, D. I. (1982). Universal and particular in the acquisition of language. In E. Wanner & L. R. Gleitman (Eds.), Language acquisition: The state of the art (pp. 128-172). Cambridge University Press.
Sparks, R. L., & Ganschow, L. (1995). A strong inference approach to causal factors in bilingual development: L1 and L2 factors in language processing. Language Learning, 45(4), 737-773.
Sparks, R. L., Patton, J., Ganschow, L., & Humbach, N. (2009). Subcomponents of second-language aptitude and second-language proficiency. Modern Language Journal, 93(3), 371-391.
Sparks, R. L., Patton, J., Ganschow, L., & Humbach, N. (2012). Long-term cross-linguistic transfer of skills from L1 to L2. Language Learning, 62(4), 1242-1271.
Sparks, R. L., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. (2008). Early first-language reading and spelling skills predict later second-language reading and spelling skills. Journal of Educational Psychology, 100(1), 162-174.
Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. Guilford Press.
Stanovich, K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85(2), 211-229.
Yeon, J., & Choi, S. (2021). Predicting L2 reading and spelling abilities through L1 literacy skills: A study of Korean EFL learners. Applied Linguistics, 42(3), 554-576.
