Understanding L2 Reading Cognitive Processes: The Case of the L2 Reader's Goal

Autor/inn/en	Mesgarshahr, Abulfazl; Alavi, Seyyed Mohammad
Titel	Understanding L2 Reading Cognitive Processes: The Case of the L2 Reader's Goal
Quelle	In: Reading Matrix: An International Online Journal, 19 (2019) 1, S.206-225 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Cognitive Processes; Reading Comprehension; Reading Tests; Second Language Learning; Second Language Instruction; Reading Instruction; Verbal Communication; Goal Orientation; Advanced Students; English (Second Language); Test Items; Student Attitudes; Error Patterns; Undergraduate Students; Foreign Countries; Reading Strategies; Language Tests; Iran; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Leseverstehen; Lesetest; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseunterricht; Zielorientierung; Zielvorstellung; Fortgeschrittener; English as second language; English; Second Language; Englisch als Zweitsprache; Test content; Testaufgabe; Schülerverhalten; Fehlertyp; Ausland; Reading strategy; Leselernstufe; Lesetechnik; Language test; Sprachtest; Language tests; Englisch
Abstract	This study presents empirical evidence for the hypothesis that reading purpose may impact upon the cognitive processes that L2 readers use in comprehending a text. 25 advanced learners of English were put into two purpose groups--testing condition (TC) and learning condition (LC). The participants in the TC read two expository passages and answered 26 comprehension test items, while the LC participants read the same passages but without test items. Both groups were asked to verbalize their thoughts while performing the tasks. The data obtained from verbal reports, retrospective interviews, and the errors made during comprehending the passages or answering test items were collected and then analyzed. The results showed that readers pursuing different goals may engage in quantitatively as well as qualitatively different cognitive processes and strategies. The implications for L2 reading instruction and assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01