The Effects of English Learner’s First Language (L1) Background Content Knowledge on Guessing Unknown Words

Authors

  • Mariko Sugita Temple University Japan Campus

Abstract

This study attempted to investigate what effects one’s first language (L1) background content knowledge has on guessing unknown or partially known words in reading a written text. Twenty-nine Japanese university students of English, similar in English reading proficiency, read a narrative text 1387 words long in one of three L1 background knowledge conditions: reading an L1 summary before reading the English text (provision of an L1 summary before only), reading the L1 summary before and having it available while reading the English text (provision of an L1 summary both before and during), or reading the English text without reading the L1 summary (Control). Students were tested for their word-form recognition of thirty-three target words and took a bilingual multiple-choice recognition test and two questionnaires immediately after reading. There was no systematic difference in guessing unknown words among the groups, but guessing the meaning of the target words occurred across all groups.

Author Biography

  • Mariko Sugita, Temple University Japan Campus

    Mariko Sugita teaches at Temple University Japan Campus

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Published

2016-06-04

Issue

Vol. 4 (2016): Journal of Extensive Reading

Section

Articles

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