| アイテムタイプ |
itemtype_ver1(1) |
| 公開日 |
2024-07-04 |
| タイトル |
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タイトル |
Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context |
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言語 |
en |
| 著者 |
Yamashita, Junko
Shiotsu, Toshihiko
Kusanagi, Kunihiro
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| アクセス権 |
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|
アクセス権 |
open access |
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アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 権利 |
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|
権利情報 |
This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s11145-023-10494-4 |
|
言語 |
en |
| 内容記述 |
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内容記述タイプ |
Abstract |
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内容記述 |
This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or language, and the initial individual difference continued for two years. For both L2 reading measures, all reading components made significant contributions except for word recognition speed. The remaining four components significantly predicted the initial L2 reading comprehension levels, and L2 variables made larger contributions than did L1 reading comprehension, endorsing the findings of previous L2 studies. As for the growth rate, no significant predictor emerged for the expository measure, but two predictors, grammar and listening comprehension, significantly predicted narrative growth, with the contribution of grammar being negative and that of listening comprehension being positive. The unexpected grammar result may be attributable to test features, and the predictive power of listening comprehension for growth in one type of reading suggests the important role of listening comprehension ability even in the EFL context where learners do not usually acquire firm oral language foundations before reading. This supports the applicability of the Simple View of Reading even to the EFL context. |
|
言語 |
en |
| 内容記述 |
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内容記述タイプ |
Other |
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内容記述 |
Online Published: 22 November 2023 |
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言語 |
en |
| 出版者 |
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出版者 |
Springer |
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言語 |
en |
| 言語 |
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|
言語 |
eng |
| 資源タイプ |
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資源タイプresource |
http://purl.org/coar/resource_type/c_6501 |
|
タイプ |
journal article |
| 出版タイプ |
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|
出版タイプ |
AM |
|
出版タイプResource |
http://purl.org/coar/version/c_ab4af688f83e57aa |
| 関連情報 |
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|
関連タイプ |
isVersionOf |
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|
識別子タイプ |
DOI |
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|
関連識別子 |
https://doi.org/10.1007/s11145-023-10494-4 |
| 収録物識別子 |
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収録物識別子タイプ |
PISSN |
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収録物識別子 |
0922-4777 |
| 書誌情報 |
en : Reading and Writing
巻 37,
p. 2733-2758,
発行日 2024-12
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| ファイル公開日 |
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|
日付 |
2024-11-22 |
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日付タイプ |
Available |
RandW_Final_20231031.pdf (613 KB)
