Cultural Familiarity in Inferential and Literal Comprehension in L2 Reading

Autor/in	Alptekin, Cem
Titel	Cultural Familiarity in Inferential and Literal Comprehension in L2 Reading
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 34 (2006) 4, S.494-508 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2006.05.003
Schlagwörter	Reading Comprehension; Familiarity; Second Language Learning; Inferences; English (Second Language); College Students; Language Proficiency; Literary Genres; Cultural Traits; Multiple Choice Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Zweitsprachenerwerb; Inference; Inferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Language skill; Language skills; Sprachkompetenz; Literarische Form; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	This study explores the role of culturally familiar background knowledge in inferential and literal comprehension in L2 reading. Ninety-eight Turkish EFL (English as a Foreign Language) university students were divided into two groups of equivalent English proficiency. They read either the original of an American short story or a "nativized" version, textually and contextually modified to reflect the learner's own culture. They then answered multiple-choice comprehension questions aimed at checking inferential and literal comprehension independently across the two versions of the story. The results demonstrate that the nativization of a short story from the target language culture facilitates L2 readers' inferential comprehension significantly, yet does not affect their literal understanding. As such, the results point to a non-interface between inferential comprehension and literal understanding, contrary to the commonly held assumption that an interface exists. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10