The Effects of Background Information and Syntactic Cues in Reading French Narratives [electronic resource] / Carl L. Garrott.
This study compared two groups of intermediate/advanced L2 French learners on a reading comprehension test when presented with or without background knowledge of the text. This study also compared intermediate and intermediate/advanced L2 French learners' reading comprehension when presented wi...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2009.
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| Subjects: |
MARC
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| 100 | 1 | |a Garrott, Carl L. | |
| 245 | 1 | 4 | |a The Effects of Background Information and Syntactic Cues in Reading French Narratives |h [electronic resource] / |c Carl L. Garrott. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2009. | ||
| 300 | |a 18 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 520 | |a This study compared two groups of intermediate/advanced L2 French learners on a reading comprehension test when presented with or without background knowledge of the text. This study also compared intermediate and intermediate/advanced L2 French learners' reading comprehension when presented with increasing syntactic complexity. The results of t-tests of independent samples indicated that subjects with background knowledge of the topic scored higher than subjects with no prior knowledge of text content. In addition, subjects in the intermediate/advanced group appear to have greater facility to comprehend more complex sentences than intermediate L2 French learners. The investigator concluded: (1) prior knowledge plus high cognate levels facilitate reading comprehension; (2) syntactic maturity is cumulative and quantitative; (3) reading rates are slower for L2 learners; and (4) automaticity is not fully realizable at the intermediate and intermediate/advanced levels because of emerging syntactic, morphological and lexical maturity. (27 sources consulted are listed.) | ||
| 524 | |a Online Submission. |2 ericd. | ||
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a French. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Prior Learning. |2 ericd. |
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Reading Rate. |2 ericd. |
| 650 | 0 | 7 | |a Sentences. |2 ericd. |
| 650 | 0 | 7 | |a Syntax. |2 ericd. |
| 650 | 0 | 7 | |a Cues. |2 ericd. |
| 650 | 0 | 7 | |a Reading Fluency. |2 ericd. |
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