UNDERSTANDING L2 READING PROCESSES

What is Linguistic Threshold Hypothesis?

The threshold hypothesis is a hypothesis concerning second language acquisition set forth in a study by Cummins (1976) that stated that a minimum threshold in language proficiency must be passed before a second-language speaker can reap any benefit from language

What are the differences between L1 & L2 reading processes?

Reader Characteristics and Conditions

  1. Linguistic Threshold
  1. Metalinguistic and Cognitive Awareness
  1. Print and Instructional Environment
  1. Role of Multiple Linguistic Systems
  1. Age and Maturation
  1. Completeness

L1- May rely on naturally emerging knowledge of vocabulary, grammar, discourse, genres and so on.

L2 - A minimum level (threshold) of general L2 proficiency may be required to develop functional L2 reading skills

L1 - Depend less on explicit linguistic knowledge

L2 - May rely on greater metalinguistic and metacognitive awareness

L1 - Take place in settings where readers have ready access to reading materials

L2 - Take place in environments with low exposure to L2 print sources and few opportunities to practice L2 reading

L1 - Involves no pre-existing symbolic system and involves no potential for negative interlingual transfer

L2 - May involve access to 2 or more languages and orthographies, which may interact in complex ways (e.g., positive & negative interlingual transfer)

L1 - Literacy development typically begins in childhood, while L1 oral and aural skills are still maturing

L2 - May begin in childhood, adolescence, or adulthood, often simultaneously with the acquisition of L2 speaking, listening, writing and grammar skills

L1 - L1 reading is not as challenging compared to L2 in terms of Cognitively and metacognitively

L2 - L2 reading may be (or is perceived to be) more cognitively and meta-cognitively challenging.

Summarise Bernhardt’s (2005) compensatory model of L2 reading

A-compensatory-model-of-second-language-reading Link Title

Bernhardt ( 2005 ) reviewed threshold studies involving multiple L1 groups, L2s, literacy levels, and demographic factors. She calculated that measured L1 reading skill accounted for 14 percent to 21 percent of the variance in L2 reading measures, whereas L2 linguistic knowledge accounted for 30 percent of the variance, accounting for a total of about 50 percent. These calculations leave the other 50 percent of the variance in L2 reading measures unexplained. Bernhardt (2005) suggested that comprehension strategies, reader interest, reader engagement, content knowledge, and motivation might collectively address this wide gap, as illustrated in her compensatory model of L2 reading.