READING IN SPANISH AND ENGLISH - EVIDENCE FROM ADULT ESL STUDENTS
READING IN SPANISH AND ENGLISH - EVIDENCE FROM ADULT ESL STUDENTS
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DOI：
10.1111/j.1467-1770.1979.tb01055.x
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发表时间：
1979-01-01
影响因子：
4.4
通讯作者：
CLARKE, MA
中科院分区：
文献类型：
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作者：
CLARKE, MA
本文讨论的研究试图确定（a）心理学是否可以解释成年西班牙语者用西班牙语和英语进行阅读的阅读行为，以及（B）主题读者是否将他们的技能转移到英语中。两项研究的结果。在第一项研究中，21名讲西班牙语的成人ESL学生参加了西班牙语和英语的完形填空测试。在第二项研究中，一个好的L1读者和一个差的L1读者的西班牙语和英语阅读的表现进行了分析，根据既定的口头miscue程序。这些研究的结果证实了心理语言学角度的阅读的西班牙语阅读在西班牙语。然而，语言能力似乎对读者有着强大的影响，从而减少了好读者对差读者的优势，当他们的英语表现比较。研究结果表明，语言能力上限有效地阻止了母语阅读技能向第二语言的完全迁移。这表明，有限的语言命令产生了“短路”的效果，好的读者，迫使他们恢复到“穷人的读者策略。”理论，教学和方法的影响进行了讨论。
The research discussed here attempted to determine if (a) pycholing‐uistics could explain the reading behaviors of adult Spanish speakers reading in Spanish and in English, and (b) if theme readers transferred their skills to English. The results of two studies are presented. In the first study, twenty‐one adult Spanish‐speaking ESL students took cloze tests in Spanish and in English. In the second study, the Spanish and English reading performances of a good L1 reader and a poor L1 reader were analyzed according to established oral miscue procedures. The results of these studies confirm the psycholinguistic perspective of reading for Spanish speakers reading in Spanish. However, it appears that language competence exerta a powerful effect on the reader, thereby reducing the good reader's advantage over the poor reader when their performances in English are compared. It is concluded that a language competence ceiling effectively prohibits the complete transfer of L1 reading skills to the second language. It is suggested that limited command of the language produces a “short circuit” effect on good readers, forcing them to revert to “poor reader strategies.” Theoretical, pedagogical and methodological implications are discussed.