Reading Aloud Activity in L2 and Cerebral Activation

Autor/inn/en	Takeuchi, Osamu; Ikeda, Maiko; Mizumoto, Atsushi
Titel	Reading Aloud Activity in L2 and Cerebral Activation
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 43 (2012) 2, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688212450496
Schlagwörter	Reading Materials; Instructional Effectiveness; Brain Hemisphere Functions; Teaching Methods; Oral Reading; Second Language Learning; Second Language Instruction; Diagnostic Tests; Spectroscopy; Language Proficiency; Native Language; Psycholinguistics; English (Second Language); Japanese; Adults; Statistical Analysis; Language Tests; Scores; Intercultural Communication; Test of English for International Communication + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Diagnostic test; Diagnostischer Test; Spektroskopie; Language skill; Language skills; Sprachkompetenz; Psycholinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Statistische Analyse; Language test; Sprachtest; Interkulturelle Kommunikation
Abstract	This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a brain-imaging technique, near-infrared spectroscopy, were conducted in order to determine a cerebral basis for the effectiveness of reading aloud activities. Study 1 investigated learners with high L2 proficiency to show the difference in cerebral activation between L2 and L1 learners as they read a passage aloud. The effect of material difficulty was also examined in this study. Study 2 then examined learners with both high and low L2 proficiency to show the effect of material difficulty vis-a-vis the learners' L2 proficiency. The effect of repeated reading aloud activities was also investigated in this study. These studies show that: a) Reading aloud in L2 results in a higher degree of cerebral activation than reading aloud in L1. b) Reading material beyond learners' L2 ability aloud results in low brain activation. c) Repetition of the same normal reading aloud activity in L2 does not necessarily increase (or decrease) the level of cerebral activation. d) However, including a repetitive cognitively demanding reading aloud activity does cause high brain activation. On the basis of these findings, this article provides a cerebral basis for the effectiveness of reading aloud activities in L2 learning. (Contains 4 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10