A Comparison of Reading Development by Learners of Japanese in Intensive Domestic Immersion and Study Abroad Contexts  

Oleh:

Dewey, Dan P.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Studies in Second Language Acquisition (sebagian Full Text & ada di PROQUEST Th.2001-) vol. 26 no. 2 (Jun. 2004), page 303-327.
Fulltext: out(9).pdf (136.31KB)

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To investigate the role of context in reading development, a comparison of reading comprehension and processes was conducted between learners of Japanese as a second language in study abroad (SA; n = 15) and intensive domestic (in the United States) immersion (1M; n = 15) contexts. A significant difference was found between contexts in pretest to posttest gains on only one measure of reading comprehension, a self-assessment. Differences on the two other measures of comprehension-free-recall and vocabulary knowledge-were not significant. The self-assessment measure indicated that SA students felt more confident reading the second language than their 1M counterparts. In terms of reading processes, think-aloud protocols showed significant differences in changes over time in the amount of monitoring understanding (less for 1M than SA) and responding and reacting to text content affectively or emotionally (more for 1M than SA). In the 1M context, office-hour inter 8CtlOD. wlth teachers in1\uenceo s1uo9n1s 10 mooi\of ~OO'\pf~'i)~ less and more efficiently and to respond affectively to text more often. \Jariabi\ity in terms ot gains on reading measures and contact with language and culture outside o~ c'ass was grea\er 'or '2,'" "'an 'or

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