The Effect of Lexical Coverage and Dictionary Use on L2 Reading Comprehension

Autor/inn/en	Prichard, Caleb; Matsumoto, Yuko
Titel	The Effect of Lexical Coverage and Dictionary Use on L2 Reading Comprehension
Quelle	In: Reading Matrix: An International Online Journal, 11 (2011) 3, S.207-225 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Reading Comprehension; Dictionaries; College Freshmen; English (Second Language); Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Leseverstehen; Dictionary; Wörterbuch; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	This study aims to further understand the role of lexical coverage on L2 reading comprehension. It examines test scores of learners at or near the 90-95% coverage level to determine if this coverage range allows for comprehension of authentic texts. The findings suggest that 92-93% may be a threshold mark at which understanding of a text significantly increases. However, the data confirms results from previous studies: that many participants in the 90-95% coverage range have difficulty comprehending texts. The second part of the study examines the influence of dictionary use on lexical coverage and comprehension. The data indicates that, for learners at this proficiency level, dictionary use increases comprehension at a similar rate as increased coverage. However, most participants using dictionaries still did not achieve comprehension, though learners who utilized the dictionary links to increase their coverage to over 96% showed some significant gains in comprehension. (Contains 3 figures.) (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10