This study examines the relative role of collocations (and its sub-types) and effect sociolinguistic factors on reading comprehension skills 4th-grade primary school students learning Turkish as a second language (L2). For this purpose, recruits L1 L2 from Başakşehir, Beylikdüzü, Fatih, Esenler districts Istanbul. The researchers collected data using Language Social Background Questionnaire (LS...

l2 learners’ individual differences are crucial factors that deserve attention in l2 education. focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with l2 reading performance. participants were 64 tefl undergraduates and postgraduates. to assess the participats’ degree of field (in)dependence and mu...

The second half of the twentieth century can be called the age of individualization when individual values and differences are recognized and respected. Intelligence is among the various aspects of individual differences which affect education and language learning. As such, the present study aimed at investigating the relationship between Multiple Intelligence and Reading Comprehension Abiliti...

The present study seeks to investigate the potentiality of the translation task as a testing method for measuring reading comprehension. To achieve this objective, two types of translation tests, open-ended and multiple-choice tests, and two types of reading comprehension tests, multiple-choice reading comprehension and open-ended cloze tests were developed in this study. The reliability of the...

This empirical study explores how L2 learners access information while reading L2 texts in a Web-based learning environment. Twenty-three second-year German students read and summarized two online texts in the netLearn program, while their use of online multimedia support resources was tracked. Multimedia resources included a program-internal glossary, an online bilingual dictionary, and an aud...

This study investigated the effectiveness of discourse structure-based graphic organizers (GOs) on students’ reading comprehension. Seventy learners were randomly divided in two equal experimental and control groups. They took a pre-test of reading comprehension. Then the experimental group analyzed the textual structures based on the frameworks of GOs and discussed the cohesive and coherent de...

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (C...

the present study attempted the relative effect of explicit teaching of textual metadiscourse markers on esap reading comprehension performance of iranian university students through an awareness raising experiment. a sixty-item multiple choice esap reading comprehension test of accounting was developed and validated to act as the pre-test and post-test. the test included items for assessing sp...

During reading, monolingual readers actively predict upcoming words from sentence context. Here we investigated whether bilingual readers predict sentence final words when they read in their second language. We recorded event-related potentials while English monolinguals (L1 comprehenders) and late Spanish–English bilinguals (L2 comprehenders) read sentences ending in an expected or unexpected ...