READING IN DIFFERENT LANGUAGES AND WITH DIFFERENT PURPOSES
Palavras-chave:
reading purpose, second language, case stud,Resumo
In this case study I investigate how two variables – reading purpose (study or entertainment) and language of the text (first or second) – affect the reading comprehension of a Brazilian reader who has English as her second language. The participant read one text in each language and for each purpose and reading comprehension was assessed through pause protocols and free recall. Results showed that reading purpose did not affect much comprehension since the reading for study condition did not yield better results in the free recall. As regards the language of the text, apparently the reader had a little more difficulty in dealing with both texts in the second language. The results are discussed in relation to the linguistic interdependence and the linguistic threshold hypotheses and also taking into consideration potential methodological influences.Referências
AARTS, Rian; VERHOEVEN, Ludo. “Literacy attainment in a second language submersion context”.
Applied psycholinguistics, n. 20, p. 377-393, 1999.
ALDERSON, John Charles. Assessing reading. Cambridge, UK: Cambridge University Press, 2000.
AEBERSOLD, Jo Anne; FIELD, Mary Lee. From reader to reading teacher. New York:
Cambridge University Press, 1997.
CLAPHAM, Caroline. The development of IELTS: A study of the effect of background knowledge
on reading comprehension. Cambridge, UK: Cambridge University Press, 1996.
CUMMINS, Jim. “Language proficiency and academic achievement”. In: OLLER, John W. Issues in
language testing research. Rowley, Mass.: Newbury House, 1983. 108-129.
DANEMAN, Meredyth; CARPENTER, Patricia. “Individual differences in working memory and
reading”. Journal of Verbal Learning and Verbal Behavior, n. 19, p. 450-466, 1980.
_______“Individual differences in integrating information between and within sentences”. Journal of
Experimental Psychology: Learning, Memory and Cognition, v. 4, n. 9, p. 561-584, 1983.
FRANCIS, Norbert. “The shared conceptual system and language processing in bilingual children:
findings from literacy assessment in Spanish and Náhuatl”. Applied linguistics, v. 2, n. 21, p. 170-
, 2000.
GENESEE, Fred; RICHES, Caroline. “Literacy: crosslinguistic and crossmodal issues”. In:
GENESEE, Fred; LINDHOLM-LEARY, Kathryn; SAUNDERS, William; CHRISTIAN, Donna.
Educating English language learners: a synthesis of research evidence. Cambridge: Cambridge
University Press, 2006. 64-108.
JUST, Michael; CARPENTER, Patricia. “A capacity theory of comprehension: Individual differences
in working memory”. Psychological Review, n. 99, p. 122-149, 1992.
KOLIĆ-VEHOVEC, Svjetlana; BAJŠANSKI, Igor. “Comprehension monitoring and reading
comprehension in bilingual students”. Journal of research in reading, v. 2, n. 30, p. 198-211, 2007.
KOZMINSKI, Ely.; GRAETZ, Naomi. “First vs second language comprehension: some evidence
from text summarizing”. Journal of research in reading, v. 1, n. 9, p. 3-21, 1986.
LINDERHOLM, Tracy; VAN DEN BROEK, Paul. “The effects of reading purpose and working
memory capacity on the processing of expository text”. Journal of Educational Psychology, v. 4, n.
, p. 778-784, 2002.
LORCH, Robert Frederick.; KLUSEWITZ, Madeline A.; LORCH, Elizabeth Pugzles. “Distinctions
among reading situations”. In: LORCH, Robert Frederick; O’BRIEN, Edward J. Sources of
coherence in reading. New Jersey, USA: LEA, 1995. 375-398.
MCLAUGHLIN, Barry; HEREDIA, Roberto. “Information-processing approaches to research on
second language acquisition and use”. In: RITCHIE, William C.; BHATIA, Tej K. Handbook of
second language acquisition. San Diego, CA: Academic Press, 1996. 213-255.
NARVAEZ, Darcia; VAN DEN BROEK, Paul; RUIZ, Angela Barrón. “The influence of reading
purpose on inference generation and comprehension in reading”. Journal of Educational
Psychology, v. 3, n. 91, p. 488-496, 1999.
REYES, Iliana. “Exploring connections between emergent biliteracy and bilingualism”, Journal of
Early Childhood Literacy, v. 3, n. 6, p. 267–292, 2006.
TOMITCH, Leda Maria Braga. “Individual differences in text organization perception and working
memory capacity”, Revista da ANPOLL, n. 2, p. 71-93, 1996.
_______ “Individual differences in working memory capacity and the recall of predicted elements in
the text”. Lenguas Modernas, n. 26-27, p. 31-51, 1999-2000.
WURR, Adrian J.. “Reading in a second language: a reading problem or a language problem?”.
Journal of college reading and learning, v. 2, n. 33, p. 157-170, 2003.
YAMASHITA, Junko. “Mutual compensation between L1 reading ability and L2 language
proficiency in L2 reading comprehension”. Journal of research in reading, v. 1, n. 25, p. 81-95,
ZWAAN, Rolf A.; BROWN, Carol M. “The influence of language proficiency and comprehension
skill on situation-model construction”. Discourse Processes, n. 21, p. 289-327, 1996.