Lexical Inference in L2: Predictive Roles of Vocabulary Knowledge and Reading Skill beyond Reading Comprehension

Autor/inn/en	Prior, Anat; Goldina, Anna; Shany, Michal; Geva, Esther; Katzir, Tami
Titel	Lexical Inference in L2: Predictive Roles of Vocabulary Knowledge and Reading Skill beyond Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 8, S.1467-1484 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-014-9501-8
Schlagwörter	Foreign Countries; Semitic Languages; Russian; Reading Comprehension; Second Languages; Second Language Learning; High School Students; Reading Skills; Vocabulary Skills; Decoding (Reading); Language Processing; Correlation; Inferences; Israel; USSR + Suchen Sie Ihr Suchwort? Ausland; Arabisch; Hebräisch; Russisch; Leseverstehen; Second language; Zweitsprache; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading skill; Lesefertigkeit; Aktiver Wortschatz; Dekodierung; Sprachverarbeitung; Korrelation; Inference; Inferenz
Abstract	The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and decoding accuracy predicted L2 reading comprehension, which in turn was strongly related to lexical inferencing abilities in the L2. In addition, decoding accuracy predicted additional variance in lexical inferencing, beyond the role of reading comprehension. These findings support the idea that beginning L2 readers with more precise and efficient lexical representations demonstrate better lexical inferencing abilities, most likely due to the increased automatization of word reading, which frees up resources for higher level processing. These results suggest that lexical inferencing from text in the L2 might be limited not only by vocabulary knowledge and higher order comprehension processes, but also by basic decoding skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10