scholarly journals The effects of reading strategies and vocabulary and grammatical knowledge on L2 reading comprehension.

2017 ◽  
Vol 16 (2) ◽  
pp. 1-19
Author(s):  
Kyung Ja Kim
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Grammatical Knowledge ◽  
L2 Reading ◽  
L2 Reading Comprehension

scholarly journals THE INTERACTIVE ROLES OF LEXICAL KNOWLEDGE AND READING STRATEGIES ON READING COMPREHENSION PERFORMANCE

2019 ◽  
Vol 4 (1) ◽  
pp. 273
Author(s):  
Zuriyani Md. Yasin ◽  
Mohamed Ismail Ahamad Shah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Tertiary Education ◽  
Language Teachers ◽  
Vocabulary Size ◽  
Lexical Knowledge ◽  
L2 Reading ◽  
Word Families ◽  
Teachers And Students ◽  
L2 Reading Comprehension

This paper presents a study on the interactive roles of lexical knowledge and reading strategies on reading comprehension performance of ESL learners. It examines how the lexical knowledge or the reading strategies contribute to second language (L2) reading comprehension. It also investigates whether there is a relationship among the three main variables which are lexical knowledge, reading strategies and reading comprehension performance. The Survey of Reading Strategy (SORS), the Vocabulary Levels Test, a writing test and a reading comprehension test were administered to 70 students from the Public Administration Course through convenience sampling method. Descriptive statistics was used to describe the participants’ performance on the three tests and their reading strategies used as well as to assess the relationship between the three main variables of this study. On the whole, the participants reported using most of the reading strategies with high and moderate frequencies. Apart from that, it is found that, the students’ word mastery level is only 2,000 word families, which is far below the minimum level required for tertiary education. There is no correlation found between the reading strategies used and the reading comprehension achievement of the participants. On the other hand, a statistically significant relationship (r= .739, p<0.01) was found between the participants vocabulary size and reading comprehension performance. The findings of this study help both language teachers and students to acknowledge the roles of lexical knowledge and reading strategies in improving the L2 reading comprehension performance. Keywords: Global strategies, lexical knowledge, problem-solving strategies, reading strategies, support strategies. Cite as: Zuriyani, M. Y. & Mohamed Ismail, A. S. (2019). The interactive roles of lexical knowledge and reading strategies on reading comprehension performance. Journal of Nusantara Studies, 4(1), 273-299. http://dx.doi.org/10.24200/jonus.vol4iss1pp273-299

Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness

2019 ◽  
Vol 10 (2) ◽  
pp. 93-116
Author(s):  
Ehsan Rassaei
Keyword(s):  
Reading Comprehension ◽  
Concept Mapping ◽  
Reading Strategies ◽  
Concept Maps ◽  
Concept Map ◽  
Control Group ◽  
L2 Reading ◽  
Mapping Techniques ◽  
L2 Reading Comprehension ◽  
Experimental Group

AbstractThe present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classrooms. The three intact classes were designated as two experimental groups and one control condition. Learners in one experimental group were asked to do guided concept mapping by reading a text in each session and completing a partially filled concept map of the text afterwards. The participants of the second experimental group were provided with a similar text in each session along with its concept map in which some concepts were wrongly incorporated and were asked to revise the concept map. Participants of the control group were asked to read the same texts without doing any concept mapping activity. Reading comprehension pre- and post-tests and a strategy awareness questionnaire were used as dependent measures. Analysis of the participants’ post-test comprehension scores revealed that both concept mapping techniques were effective for promoting the participants’ reading comprehension skill. Meanwhile, the results indicated that map correction was more effective than guided concept mapping for promoting reading comprehension. The findings also revealed that drawing concept maps enhances learners’ awareness of other reading strategies.

The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Yunjeong Choi ◽  
Dongbo Zhang
Keyword(s):  
Systematic Review ◽  
Reading Comprehension ◽  
Language Proficiency ◽  
Linguistic Knowledge ◽  
Future Research ◽  
Relative Role ◽  
Grammatical Knowledge ◽  
L2 Reading ◽  
Relative Significance ◽  
L2 Reading Comprehension

Abstract The purpose of this systematic review is to synthesize the findings in the literature on the relative contribution of two types of linguistic knowledge (i. e., vocabulary and grammatical knowledge) to L2 reading comprehension; and to discuss the possible factors that might have led to the complexity and incongruity of the research findings. Nineteen studies were identified for this review through a systematic process of selection, and were analyzed in terms of the relationship of vocabulary and grammatical knowledge with L2 reading comprehension and their relative significance. The result of this review showed that there was no clear evidence supporting which type of linguistic knowledge is more contributive than the other; and the inconclusive findings might be attributed to the variations in the design of the studies. Two factors emerged, including participants’ language proficiency and construct definition, operationalization, and measurement. Some considerations for future research are suggested.

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

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