Research Article
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Year 2023, , 222 - 233, 30.09.2023
https://doi.org/10.24289/ijsser.1279975

Abstract

References

  • Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. https://doi.org/10.1598/RT.61.5.1.
  • Ajideh, P. (2006). Schema theory-based considerations on pre-reading activities in ESP textbooks. The Asian EFL Journal, 16, 1–19. https://www.asian-efl-journal.com/November_2006_Vol16_Art2.pdf.
  • Alderson, J., C. (2005). Assessing Reading. Cambridge University Press
  • Alemi, M., & Ebadi, S. (2010). The effects of pre-reading activities on ESP reading comprehension. Journal of Language Teaching and Research, 1(5). https://doi.org/10.4304/jltr.1.5.569-577.
  • Alessi, S., & Dwyer, A. (2008). Vocabulary assistance before and during reading. Reading in a Foreign Language, 20(2), 246–263. https://nflrc.hawaii.edu/rfl/October2008/alessi/alessi.pdf.
  • Al-Khasawneh, F. (2019). The impact of vocabulary knowledge on the reading comprehension of Saudi EFL learners. Journal of Language and Education, 5(3), 24–34. https://doi.org/10.17323/jle.2019.8822.
  • Aron, H. (1986). The influence of background knowledge on memory for reading passages by native and nonnative readers. TESOL Quarterly, 20(1), 136–140. https://doi.org/10.2307/3586396
  • Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The effect of pre-reading activities on the reading comprehension performance of Ilami High School students. Procedia - Social and Behavioral Sciences, 192, 188–194. https://doi.org/10.1016/j.sbspro.2015.06.027.
  • Bernhardt, E., B. (2004). Editorial: Maximizing success in phonological intervention. Child Language Teaching and Therapy, 20(3), 195–198. https://doi.org/10.1191/0265659004ct27.
  • Bernhardt, E., B. (2011). Understanding advanced second-language reading. Routledge.
  • Bilokcuoğlu, H. (2011). The effects of pre-reading activities in EFL classes on students’ reading comprehension. EUL Journal of Social Sciences, 2(2), 179–197. http://euljss.eul.edu.tr/euljss/si27.pdf.
  • Boyer, K. (2017). The relationship between vocabulary and reading comprehension in third grade students who are English language learners and reading below grade level [Master’s Thesis]. Goucher College. https://bit.ly/2WGRVXk.
  • Carrel, P., L., & Eisterhold, J., C. (1983). Schema theory and ESL reading pedagogy. TESOL, 17(4), 553–573. https://doi: 10.2307/3586613.
  • Carrel, P., L. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21(3), 461–487. https://doi.org/10.2307/3586498.
  • Clarke, M., A. (1980). The short circuit hypothesis of ESL reading - or when language competence interferes with reading performance. The Modern Language Journal, 64(2), 203–209. https://doi.org/10.1017/CBO9781139524513.013.
  • Chen, S., Du, H., Wang, S., & Yang, L. (2022). Understanding EFL reading anxiety in relation to learning motivation, attitudes, and strategies for Chinese and Spanish undergraduates. System, 108, 1–13 . https://doi.org/10.1016/j.system.2022.102842.
  • Cook, G. (1997). Key concepts in ELT schemas. ELT Journal, 51(1), 86–86. https://doi.org/10.1093/elt/51.1.86.
  • Djuarsa, H. , M. (2017). The relationship between vocabulary knowledge and reading comprehension ability of senior high school students. Magister Scientiae, 41, 41–53. https://doi.org/10.33508/mgs.v0i41.1563.
  • Erten, İ., H. (2018). Role of vocabulary in teaching reading. TESOL, 1, 1–5. https://doi: 10.1002/9781118784235.eelt0500.
  • Field, A. P. (2009). Discovering statistics using SPSS (3rd ed.). London, United Kingdom: Sage.
  • Gass, S. M., & Davey, J. (1981). Reading in a foreign language: A model of top-down and bottom-up processing. Language Learning, 31(1), 21–38. https://doi.org/10.1111/j.1467-1770.1981.tb00804.
  • Ghafar, S., R., & Dehqan, M. (2012). Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context. International Journal of Research Studies in Language Learning, 2(3), 67–80. https://doi.org/10.5861/ijrsll.2012.183.
  • Golombek, P., & Stott, N. (2004). Familiarity breeds contempt: Reading texts from learners’ own cultures does not guarantee recall. TESOL Quarterly, 38(2), 345–352. https://doi.org/10.2307/3588387.
  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Longman.
  • Greggio, S., & Gil, G. (2007). Teacher’s and learner’s use of code switching in the English as a foreign language classroom: A qualitative study. Linguagem & Ensino, 10(2), 371–393. https://bit.ly/2HNA9bW.
  • Hashemi, A., Mobini, F., & Karimkhanlooie, G. (2016). The impact of content-based pre-reading activities on Iranian high school EFL learners’ reading comprehension. Journal of Language Teaching and Research, 7(1), 137–145. https://doi.org/10.17507/jltr.0701.15.
  • Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non‐decoding factors in L2 reading performance. Language Learning, 32(1), 1–33. https://doi.org/10.1111/j.1467-1770.1982.tb00516.x.
  • Joshi, M., R. (2005). Vocabulary: A critical component of comprehension. Reading and Writing Quarterly, 21(3), 209–219. https://doi.org/10.1080/10573560590949278.
  • Kilpatrick, D., A., Joshi, R., M., & Wagner, R., K. (2019). Reading development and difficulties: Bridging the gap between research and practice. Springer.
  • Koda, K. (1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22(6), 529–540. https://doi.org/10.1111/j.1944-9720.1989.tb02780.x.
  • Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31(4), 713–739.
  • Lee, J. (2009). Top-down and bottom-up processes in second language reading. TESOL Quarterly, 43(2), 223–247. https://doi.org/10.1002/j.1545-7249.2009.tb00239.x.
  • Lestrud, M. (2013). Reading skills. In Volkmar F.R. (Ed.) Encyclopedia of Autism Spectrum Disorders (pp. 121-140). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1579.
  • Liu, D., Ahn, G.-S., Baek, K.-S., & Han, N.-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605–638. https://doi.org/10.2307/3588282.
  • Manyak, P., C., & Bauer, E.,B. (2009). English vocabulary instruction for English learners. The Reading Teacher, 63(2), 174–176. https:// doi.org/10.1598/RT.63.2.11.
  • Melendez, E., J., & Pritchard, H., R. (1985). Applying schema theory to foreign language reading. Foreign Language Annals, 18(5), 399–403. https://doi: 10.1111/j.1944-9720.1985.tb00972.x.
  • Mihara, K. (2011). Effects of pre-reading strategies on EFL/ESL reading comprehension. TESL Canada Journal, 28(72), 51–73. https://doi.org/10.18806/tesl.v28i2.1072.
  • Nijhawan, S. (2022). Translanguaging… or trans-foreign-languaging? Translation and Translanguaging in Multilingual Contexts, 8(2), 143–185. https://doi.org/10.1075/ttmc.00087.nij.
  • Nunan, D. (2015). Teaching English to speakers of other languages. Routledge.
  • Omari, H., A. (2018). Analysis of the types of classroom questions which Jordanian English language teachers ask. Modern Applied Science, 12(4), 1–12. https://doi.org/10.5539/mas.v12n4p1.
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014 Petrus, S. L., & Md Shah, P. (2020). Relationship between reading anxiety, reading strategies and language competence of rural ESL secondary learners. Creative Education, 11(02), 126–142. https://doi.org/10.4236/ce.2020.112010.
  • Pittelman, S., D. & Johnson, D., D. (1985). A field assessment of vocabulary instruction in the elementary school classroom. Madison, WI: University of Wisconsin, Wisconsin Center for Educational Research, 84(3), 1–17. https://files.eric.ed.gov/fulltext/ED276988.pdf.
  • Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159–169. https://doi.org/10.1037/0022.
  • Rasouli, R., Vaghei, A., Z., & Pourmohammadi, M. (2019).The effect of pre-reading activities on the comprehension of L2 texts by Iranian pre-intermediate EFL learners. Journal of Studies in Education, 9(3), 14–24. https://doi.org/10.5296/jse.v9i3.14852.
  • Ricketts J., Nation, K., & Bishop, D. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235–257. https://doi.org/10.1080/10888430701344306.
  • Sauer B., L. (2020). Multilanguaging and linguistic hospitality. In Discussing the Faith (pp. 84–121). De Gruyter. https://doi.org/10.1515/9783110700749-005.
  • Seng, G. H., & Hashim, F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language, 18(1), 29–54. https://eric.ed.gov/?id=EJ759834.
  • Sousa, M., O. (2012). Pre-reading activities: What effects do they have on heterogeneous classes? [Master's thesis]. Universidade do Porto.
  • Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760–770. https://doi.org/10.2307/3588224
  • Swain, M. & Lapkin, S. (2000). Task-based second language learning: The use of the first language. Language Teaching Research, 4(3), 251–274. https://doi.org/10.1177/136216880000400304.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
  • Taglieber, L., K., Johnson, L., L., & Yarbrough, D., B. (1988). Effects of prereading activities on EFL reading by Brazilian college students. TESOL Quarterly, 22(3), 455–472. https://doi.org/10.2307/3587289.
  • Thuy, T., T., T., & Yen, H., P. (2018). The impact of questioning and semantic map in pre-reading stage on students’ reading comprehension: A comparative study. European Journal of Education Studies , 4(6), 279–294. https://doi.org/10.5281/Zenodo.1245772
  • Tierney, R. J . , Readence, J. E., & Dishy, E. K. (1985). Reading strategies and practices: A compendium. Allyn & Bacon.
  • Tudor, I. (1990). Pre-reading format and learner proficiency level in L2 reading comprehension. Journal of Research in Reading, 13(2), 93–106. https://doi.org/10.1111/j.1467-9817.1990.tb00327.x.
  • Tudor, I. (1989). Pre-reading: A categorization of formats. System, 17(3), 323–338. doi: https://doi.org/10.1016/0346-251X(89)90005-5.
  • Turnbull, M. (2001). There is a role for the L1 in second and foreign teaching, but .... The Canadian Modern Language Review, 57(4), 531–538. https://doi.org/10.3138/cmlr.57.4.531.
  • Verhoeven, L. (1990). Acquisition of reading in a second language. Reading Research Quarterly, 25(1), 90–114. https://www.jstor.org/stable/747596.
  • Vogel, S., & García, O. (2017). Translanguaging. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039.
  • Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal. https://doi.org/10.1177/00336882221092841.
  • Wesche, M.,B. & Paribakht, T., S. (2002) Reading-based exercises in second language vocabulary learning: An introspective study. The Modern Language Journal, 84(2), 196–213. https://doi.org/10.1111/0026-7902.00062.
  • Wu, H.-J. (2011). Anxiety and reading comprehension performance in English as a foreign language. Asian EFL Journal, 13(2), 273–307. https://asian-efl-journal.com/PDF/Volume-13-Issue-2-wu.pdf
  • Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom, Instructional Science, 36(2), 89–116. https://doi.org/10.1007/s11251-007-9025-6.

"Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning

Year 2023, , 222 - 233, 30.09.2023
https://doi.org/10.24289/ijsser.1279975

Abstract

This study explores the effect of categorically different pre-reading activities in learners’ L1 on reading comprehension and learning of focus-on-vocabulary. The participants were sixty Turkish EFL learners attending a state high school, and the data was gathered from their achievement test scores. We analyzed the data through one-way multivariate analysis of variance (MANOVA) and implemented t-test statistical procedures. The findings revealed that the treatment group, who were exposed to pre-reading activities in L1, obtained better results both in reading comprehension and focus-on-vocabulary activities than the control group. The positive effect of implementing the ‘’short-circuit’’ L1 use in pre-reading activities for reading comprehension and focus-on-vocabulary exercises was observed. It was also seen that categorically different pre-reading activities enhanced EFL learners’ reading comprehension and vocabulary learning.

References

  • Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. https://doi.org/10.1598/RT.61.5.1.
  • Ajideh, P. (2006). Schema theory-based considerations on pre-reading activities in ESP textbooks. The Asian EFL Journal, 16, 1–19. https://www.asian-efl-journal.com/November_2006_Vol16_Art2.pdf.
  • Alderson, J., C. (2005). Assessing Reading. Cambridge University Press
  • Alemi, M., & Ebadi, S. (2010). The effects of pre-reading activities on ESP reading comprehension. Journal of Language Teaching and Research, 1(5). https://doi.org/10.4304/jltr.1.5.569-577.
  • Alessi, S., & Dwyer, A. (2008). Vocabulary assistance before and during reading. Reading in a Foreign Language, 20(2), 246–263. https://nflrc.hawaii.edu/rfl/October2008/alessi/alessi.pdf.
  • Al-Khasawneh, F. (2019). The impact of vocabulary knowledge on the reading comprehension of Saudi EFL learners. Journal of Language and Education, 5(3), 24–34. https://doi.org/10.17323/jle.2019.8822.
  • Aron, H. (1986). The influence of background knowledge on memory for reading passages by native and nonnative readers. TESOL Quarterly, 20(1), 136–140. https://doi.org/10.2307/3586396
  • Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The effect of pre-reading activities on the reading comprehension performance of Ilami High School students. Procedia - Social and Behavioral Sciences, 192, 188–194. https://doi.org/10.1016/j.sbspro.2015.06.027.
  • Bernhardt, E., B. (2004). Editorial: Maximizing success in phonological intervention. Child Language Teaching and Therapy, 20(3), 195–198. https://doi.org/10.1191/0265659004ct27.
  • Bernhardt, E., B. (2011). Understanding advanced second-language reading. Routledge.
  • Bilokcuoğlu, H. (2011). The effects of pre-reading activities in EFL classes on students’ reading comprehension. EUL Journal of Social Sciences, 2(2), 179–197. http://euljss.eul.edu.tr/euljss/si27.pdf.
  • Boyer, K. (2017). The relationship between vocabulary and reading comprehension in third grade students who are English language learners and reading below grade level [Master’s Thesis]. Goucher College. https://bit.ly/2WGRVXk.
  • Carrel, P., L., & Eisterhold, J., C. (1983). Schema theory and ESL reading pedagogy. TESOL, 17(4), 553–573. https://doi: 10.2307/3586613.
  • Carrel, P., L. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21(3), 461–487. https://doi.org/10.2307/3586498.
  • Clarke, M., A. (1980). The short circuit hypothesis of ESL reading - or when language competence interferes with reading performance. The Modern Language Journal, 64(2), 203–209. https://doi.org/10.1017/CBO9781139524513.013.
  • Chen, S., Du, H., Wang, S., & Yang, L. (2022). Understanding EFL reading anxiety in relation to learning motivation, attitudes, and strategies for Chinese and Spanish undergraduates. System, 108, 1–13 . https://doi.org/10.1016/j.system.2022.102842.
  • Cook, G. (1997). Key concepts in ELT schemas. ELT Journal, 51(1), 86–86. https://doi.org/10.1093/elt/51.1.86.
  • Djuarsa, H. , M. (2017). The relationship between vocabulary knowledge and reading comprehension ability of senior high school students. Magister Scientiae, 41, 41–53. https://doi.org/10.33508/mgs.v0i41.1563.
  • Erten, İ., H. (2018). Role of vocabulary in teaching reading. TESOL, 1, 1–5. https://doi: 10.1002/9781118784235.eelt0500.
  • Field, A. P. (2009). Discovering statistics using SPSS (3rd ed.). London, United Kingdom: Sage.
  • Gass, S. M., & Davey, J. (1981). Reading in a foreign language: A model of top-down and bottom-up processing. Language Learning, 31(1), 21–38. https://doi.org/10.1111/j.1467-1770.1981.tb00804.
  • Ghafar, S., R., & Dehqan, M. (2012). Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context. International Journal of Research Studies in Language Learning, 2(3), 67–80. https://doi.org/10.5861/ijrsll.2012.183.
  • Golombek, P., & Stott, N. (2004). Familiarity breeds contempt: Reading texts from learners’ own cultures does not guarantee recall. TESOL Quarterly, 38(2), 345–352. https://doi.org/10.2307/3588387.
  • Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Longman.
  • Greggio, S., & Gil, G. (2007). Teacher’s and learner’s use of code switching in the English as a foreign language classroom: A qualitative study. Linguagem & Ensino, 10(2), 371–393. https://bit.ly/2HNA9bW.
  • Hashemi, A., Mobini, F., & Karimkhanlooie, G. (2016). The impact of content-based pre-reading activities on Iranian high school EFL learners’ reading comprehension. Journal of Language Teaching and Research, 7(1), 137–145. https://doi.org/10.17507/jltr.0701.15.
  • Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non‐decoding factors in L2 reading performance. Language Learning, 32(1), 1–33. https://doi.org/10.1111/j.1467-1770.1982.tb00516.x.
  • Joshi, M., R. (2005). Vocabulary: A critical component of comprehension. Reading and Writing Quarterly, 21(3), 209–219. https://doi.org/10.1080/10573560590949278.
  • Kilpatrick, D., A., Joshi, R., M., & Wagner, R., K. (2019). Reading development and difficulties: Bridging the gap between research and practice. Springer.
  • Koda, K. (1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22(6), 529–540. https://doi.org/10.1111/j.1944-9720.1989.tb02780.x.
  • Lee, J., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31(4), 713–739.
  • Lee, J. (2009). Top-down and bottom-up processes in second language reading. TESOL Quarterly, 43(2), 223–247. https://doi.org/10.1002/j.1545-7249.2009.tb00239.x.
  • Lestrud, M. (2013). Reading skills. In Volkmar F.R. (Ed.) Encyclopedia of Autism Spectrum Disorders (pp. 121-140). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1579.
  • Liu, D., Ahn, G.-S., Baek, K.-S., & Han, N.-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605–638. https://doi.org/10.2307/3588282.
  • Manyak, P., C., & Bauer, E.,B. (2009). English vocabulary instruction for English learners. The Reading Teacher, 63(2), 174–176. https:// doi.org/10.1598/RT.63.2.11.
  • Melendez, E., J., & Pritchard, H., R. (1985). Applying schema theory to foreign language reading. Foreign Language Annals, 18(5), 399–403. https://doi: 10.1111/j.1944-9720.1985.tb00972.x.
  • Mihara, K. (2011). Effects of pre-reading strategies on EFL/ESL reading comprehension. TESL Canada Journal, 28(72), 51–73. https://doi.org/10.18806/tesl.v28i2.1072.
  • Nijhawan, S. (2022). Translanguaging… or trans-foreign-languaging? Translation and Translanguaging in Multilingual Contexts, 8(2), 143–185. https://doi.org/10.1075/ttmc.00087.nij.
  • Nunan, D. (2015). Teaching English to speakers of other languages. Routledge.
  • Omari, H., A. (2018). Analysis of the types of classroom questions which Jordanian English language teachers ask. Modern Applied Science, 12(4), 1–12. https://doi.org/10.5539/mas.v12n4p1.
  • Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014 Petrus, S. L., & Md Shah, P. (2020). Relationship between reading anxiety, reading strategies and language competence of rural ESL secondary learners. Creative Education, 11(02), 126–142. https://doi.org/10.4236/ce.2020.112010.
  • Pittelman, S., D. & Johnson, D., D. (1985). A field assessment of vocabulary instruction in the elementary school classroom. Madison, WI: University of Wisconsin, Wisconsin Center for Educational Research, 84(3), 1–17. https://files.eric.ed.gov/fulltext/ED276988.pdf.
  • Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159–169. https://doi.org/10.1037/0022.
  • Rasouli, R., Vaghei, A., Z., & Pourmohammadi, M. (2019).The effect of pre-reading activities on the comprehension of L2 texts by Iranian pre-intermediate EFL learners. Journal of Studies in Education, 9(3), 14–24. https://doi.org/10.5296/jse.v9i3.14852.
  • Ricketts J., Nation, K., & Bishop, D. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235–257. https://doi.org/10.1080/10888430701344306.
  • Sauer B., L. (2020). Multilanguaging and linguistic hospitality. In Discussing the Faith (pp. 84–121). De Gruyter. https://doi.org/10.1515/9783110700749-005.
  • Seng, G. H., & Hashim, F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language, 18(1), 29–54. https://eric.ed.gov/?id=EJ759834.
  • Sousa, M., O. (2012). Pre-reading activities: What effects do they have on heterogeneous classes? [Master's thesis]. Universidade do Porto.
  • Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760–770. https://doi.org/10.2307/3588224
  • Swain, M. & Lapkin, S. (2000). Task-based second language learning: The use of the first language. Language Teaching Research, 4(3), 251–274. https://doi.org/10.1177/136216880000400304.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
  • Taglieber, L., K., Johnson, L., L., & Yarbrough, D., B. (1988). Effects of prereading activities on EFL reading by Brazilian college students. TESOL Quarterly, 22(3), 455–472. https://doi.org/10.2307/3587289.
  • Thuy, T., T., T., & Yen, H., P. (2018). The impact of questioning and semantic map in pre-reading stage on students’ reading comprehension: A comparative study. European Journal of Education Studies , 4(6), 279–294. https://doi.org/10.5281/Zenodo.1245772
  • Tierney, R. J . , Readence, J. E., & Dishy, E. K. (1985). Reading strategies and practices: A compendium. Allyn & Bacon.
  • Tudor, I. (1990). Pre-reading format and learner proficiency level in L2 reading comprehension. Journal of Research in Reading, 13(2), 93–106. https://doi.org/10.1111/j.1467-9817.1990.tb00327.x.
  • Tudor, I. (1989). Pre-reading: A categorization of formats. System, 17(3), 323–338. doi: https://doi.org/10.1016/0346-251X(89)90005-5.
  • Turnbull, M. (2001). There is a role for the L1 in second and foreign teaching, but .... The Canadian Modern Language Review, 57(4), 531–538. https://doi.org/10.3138/cmlr.57.4.531.
  • Verhoeven, L. (1990). Acquisition of reading in a second language. Reading Research Quarterly, 25(1), 90–114. https://www.jstor.org/stable/747596.
  • Vogel, S., & García, O. (2017). Translanguaging. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039.
  • Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal. https://doi.org/10.1177/00336882221092841.
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There are 64 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Research Articles
Authors

Harun Çiftci 0000-0003-1444-641X

Şevki Kömür 0000-0001-6739-7864

Early Pub Date July 22, 2023
Publication Date September 30, 2023
Published in Issue Year 2023

Cite

APA Çiftci, H., & Kömür, Ş. (2023). "Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning. International Journal of Social Sciences and Education Research, 9(3), 222-233. https://doi.org/10.24289/ijsser.1279975
AMA Çiftci H, Kömür Ş. "Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning. International Journal of Social Sciences and Education Research. September 2023;9(3):222-233. doi:10.24289/ijsser.1279975
Chicago Çiftci, Harun, and Şevki Kömür. “‘Short-Circuit’ L1 Use in Pre-Reading Activities and Its Effects on L2 Reading Comprehension and Focus-on-Vocabulary Learning”. International Journal of Social Sciences and Education Research 9, no. 3 (September 2023): 222-33. https://doi.org/10.24289/ijsser.1279975.
EndNote Çiftci H, Kömür Ş (September 1, 2023) "Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning. International Journal of Social Sciences and Education Research 9 3 222–233.
IEEE H. Çiftci and Ş. Kömür, “‘Short-Circuit’ L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning”, International Journal of Social Sciences and Education Research, vol. 9, no. 3, pp. 222–233, 2023, doi: 10.24289/ijsser.1279975.
ISNAD Çiftci, Harun - Kömür, Şevki. “‘Short-Circuit’ L1 Use in Pre-Reading Activities and Its Effects on L2 Reading Comprehension and Focus-on-Vocabulary Learning”. International Journal of Social Sciences and Education Research 9/3 (September 2023), 222-233. https://doi.org/10.24289/ijsser.1279975.
JAMA Çiftci H, Kömür Ş. "Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning. International Journal of Social Sciences and Education Research. 2023;9:222–233.
MLA Çiftci, Harun and Şevki Kömür. “‘Short-Circuit’ L1 Use in Pre-Reading Activities and Its Effects on L2 Reading Comprehension and Focus-on-Vocabulary Learning”. International Journal of Social Sciences and Education Research, vol. 9, no. 3, 2023, pp. 222-33, doi:10.24289/ijsser.1279975.
Vancouver Çiftci H, Kömür Ş. "Short-Circuit" L1 use in pre-reading activities and its effects on L2 reading comprehension and focus-on-vocabulary learning. International Journal of Social Sciences and Education Research. 2023;9(3):222-33.

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