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|Title:||The Relationship between Chinese Reading Ability and English Reading Comprehension|
Department of English, NTNU
This paper explores the relationship between Mandarin Chinese reading ability (L1) and English as a foreign language (FL) reading performance. Four issues are addressed: (a) the global relationship between Mandarin Chinese reading ability and English reading comprehension, (b) the existence of a language proficiency threshold, (c) the relative importance of Chinese reading ability and English proficiency on English reading performance, and (d) the influence of varying levels of cognitive complexity on the interaction of L1 and L2 reading comprehension. Two hundred and fifty-two college students participated in the study. Three tests including an English proficiency test, a Chinese reading test, and an English reading test were developed to measure students’ language abilities. Pearson Product-Moment correlation and multiple regression analysis were used to demonstrate the statistical relationships. The results showed a weak but significant relationship between L1 and L2 reading abilities, and that a certain level of L2 proficiency had to be reached before language transfer could occur. L2 proficiency was consistently the better predictor variable. Meanwhile, the strength of the correlations decreased gradually as the levels of cognitive complexity increased, though the correlations between L1 and L2 reading abilities were positively related at different cognitive levels.
|Appears in Collections:||英語教學|
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