Pre-Modified Noun Phrases in a Comprehension-Based Approach to EFL at University Level

Autor/inn/en	Pampillo, Soledad; Lauría, Sandra
Titel	Pre-Modified Noun Phrases in a Comprehension-Based Approach to EFL at University Level
Quelle	In: Reading in a Foreign Language, 34 (2022) 1, S.116-141 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Nouns; Phrase Structure; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Teaching Methods; Case Studies; Undergraduate Students; Syntax; Native Language; Spanish Speaking; Interference (Language); Transfer of Training; Reading Comprehension; Social Sciences; Foreign Countries; Translation; Language Tests; Student Placement; Decoding (Reading); Reading Difficulties; Argentina (Buenos Aires) + Suchen Sie Ihr Suchwort? Phrasenstruktur; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Training; Transfer; Ausbildung; Leseverstehen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausland; Language test; Sprachtest; Schülerpraktikum; Dekodierung; Reading difficulty; Leseschwierigkeit
Abstract	This study examines the difficulty shown by Spanish-speaking university students in decoding pre-modified noun phrases (NPs) in English. NPs carry a heavy lexical and conceptual load and foreign language (L2) readers may be challenged by first language (L1) crosslinguistic influence triggered by cognate NPs. Therefore, this study also attempts to determine whether the presence of cognates activates L1 syntactic patterns. A cross-sectional design was implemented using a sample of 160 undergraduates. Data was collected from intact groups at four levels of instruction. Results suggest that cognate words may hinder comprehension of longer pre-modified NPs because of L1 language transfer. They also indicate that these NPs are amenable to the instruction delivered through a comprehension-based approach. Learners with limited English proficiency benefit especially from such instruction. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01