Psycholinguistic determinants of reading comprehension in english as a foreign language

Detalhes bibliográficos
Autor(a) principal: Vivaldo-Lima,Javier
Data de Publicação: 2003
Outros Autores: López-Olivas,Miguel, González-Robles,Rosa Obdulia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia Escolar e Educacional (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572003000100003
Resumo: The purpose of this study was to analyze the contribution of linguistic and psychological variables in the explanation of the variance associated with reading comprehension in English (L2). Two hundred and eighty Mexican university students participated in the study. The variables analyzed within the linguistic dimension were: reading strategies in Spanish, linguistic competence in English, and ability to perceive lexical transparency between L1 and L2. The psychological dimension evaluated the influence of the reader’s cognitive style, locus of control, and action control orientation on reading comprehension in L2. Subjects were administered a battery of seven evaluation instruments. Multiple regression analyses suggested a two-stage explanatory model of reading in L2. Firstly, psychological variables accounted for 10.0% of the variance in reading comprehension in the first language. Secondly, reading comprehension in Spanish, linguistic competence in L2, and perception of lexical transparency, accounted for 35.5% of the variance in reading comprehension in English.
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spelling Psycholinguistic determinants of reading comprehension in english as a foreign languageReading comprehensionForeign languagePsycholinguistic researchThe purpose of this study was to analyze the contribution of linguistic and psychological variables in the explanation of the variance associated with reading comprehension in English (L2). Two hundred and eighty Mexican university students participated in the study. The variables analyzed within the linguistic dimension were: reading strategies in Spanish, linguistic competence in English, and ability to perceive lexical transparency between L1 and L2. The psychological dimension evaluated the influence of the reader’s cognitive style, locus of control, and action control orientation on reading comprehension in L2. Subjects were administered a battery of seven evaluation instruments. Multiple regression analyses suggested a two-stage explanatory model of reading in L2. Firstly, psychological variables accounted for 10.0% of the variance in reading comprehension in the first language. Secondly, reading comprehension in Spanish, linguistic competence in L2, and perception of lexical transparency, accounted for 35.5% of the variance in reading comprehension in English.Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)2003-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572003000100003Psicologia Escolar e Educacional v.7 n.1 2003reponame:Psicologia Escolar e Educacional (Online)instname:Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)instacron:ABRAPEE10.1590/S1413-85572003000100003info:eu-repo/semantics/openAccessVivaldo-Lima,JavierLópez-Olivas,MiguelGonzález-Robles,Rosa Obduliaeng2010-12-13T00:00:00Zoai:scielo:S1413-85572003000100003Revistahttps://www.scielo.br/j/pee/https://old.scielo.br/oai/scielo-oai.phprevista@abrapee.psc.br2175-35391413-8557opendoar:2010-12-13T00:00Psicologia Escolar e Educacional (Online) - Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)false
dc.title.none.fl_str_mv Psycholinguistic determinants of reading comprehension in english as a foreign language
title Psycholinguistic determinants of reading comprehension in english as a foreign language
spellingShingle Psycholinguistic determinants of reading comprehension in english as a foreign language
Vivaldo-Lima,Javier
Reading comprehension
Foreign language
Psycholinguistic research
title_short Psycholinguistic determinants of reading comprehension in english as a foreign language
title_full Psycholinguistic determinants of reading comprehension in english as a foreign language
title_fullStr Psycholinguistic determinants of reading comprehension in english as a foreign language
title_full_unstemmed Psycholinguistic determinants of reading comprehension in english as a foreign language
title_sort Psycholinguistic determinants of reading comprehension in english as a foreign language
author Vivaldo-Lima,Javier
author_facet Vivaldo-Lima,Javier
López-Olivas,Miguel
González-Robles,Rosa Obdulia
author_role author
author2 López-Olivas,Miguel
González-Robles,Rosa Obdulia
author2_role author
author
dc.contributor.author.fl_str_mv Vivaldo-Lima,Javier
López-Olivas,Miguel
González-Robles,Rosa Obdulia
dc.subject.por.fl_str_mv Reading comprehension
Foreign language
Psycholinguistic research
topic Reading comprehension
Foreign language
Psycholinguistic research
description The purpose of this study was to analyze the contribution of linguistic and psychological variables in the explanation of the variance associated with reading comprehension in English (L2). Two hundred and eighty Mexican university students participated in the study. The variables analyzed within the linguistic dimension were: reading strategies in Spanish, linguistic competence in English, and ability to perceive lexical transparency between L1 and L2. The psychological dimension evaluated the influence of the reader’s cognitive style, locus of control, and action control orientation on reading comprehension in L2. Subjects were administered a battery of seven evaluation instruments. Multiple regression analyses suggested a two-stage explanatory model of reading in L2. Firstly, psychological variables accounted for 10.0% of the variance in reading comprehension in the first language. Secondly, reading comprehension in Spanish, linguistic competence in L2, and perception of lexical transparency, accounted for 35.5% of the variance in reading comprehension in English.
publishDate 2003
dc.date.none.fl_str_mv 2003-06-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572003000100003
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572003000100003
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/S1413-85572003000100003
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)
publisher.none.fl_str_mv Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)
dc.source.none.fl_str_mv Psicologia Escolar e Educacional v.7 n.1 2003
reponame:Psicologia Escolar e Educacional (Online)
instname:Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)
instacron:ABRAPEE
instname_str Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)
instacron_str ABRAPEE
institution ABRAPEE
reponame_str Psicologia Escolar e Educacional (Online)
collection Psicologia Escolar e Educacional (Online)
repository.name.fl_str_mv Psicologia Escolar e Educacional (Online) - Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)
repository.mail.fl_str_mv revista@abrapee.psc.br
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