The present study examined the neural basis of phonological processing in Chinese later acquired as a second language (L2). The regularity effect of Chinese was selected to elucidate the addressed phonological processing. We recruited a group of alphabetic language speakers who had been learning Chinese as L2 for at least one year, and a control group of native Chinese speakers. Participants fr...

The importance of reading proficiency in a second language (L2) is growing worldwide. Reading L2 involves many questions about the abilities comprehension, including metacomprehension, core ability native speakers (L1) that allows them to be aware their comprehension level and regulate learning. However, its link has not been sufficiently researched. This study examines relationship between sco...

The authors examine the degree to which first (L1) and second language (L2) speakers of English are able to distinguish between simplified or authentic reading texts from L2 instructional books and whether L1 and L2 speakers differ in their ability to process linguistic cues related to this distinction. These human judgments are also compared to computational judgments which are based on indice...

The significance and effectiveness of pre-reading activities in the contexts of both ESL and EFL has been acknowledged by many researchers. If students lack the required background knowledge, a teacher must activate students’ background knowledge or offer background information prior to reading a text. The present study aimed at investigating the role of pre-reading questions plus extensive rea...

the purpose of this study was to investigate the impact of 2 concept map (cm) learning strategies on iranian efl learners’ reading comprehension ability and learner autonomy. to this end, 60 iranian efl learners at the preintermediate level of language proficiency were randomly assigned to 2 groups. both groups received an 8-week instruction: one through teacher-constructed and the other throug...

This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining, answering embedded questions, and reading only. All thr...