The effects of topic familiarity, mode, and pausing on second language learners' comprehension and focus on form

Studies in Second Language Acquisition

Volumn 26, Issue 4, 2004, Pages 587-615

  Leeser, Michael J ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85055304063     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263104040033     Document Type: Article

References (78)

1. Anderson, J. (1980). Cognitive psychology and its implications. New York: W. H. Freeman.
2. Barnett, M. (1989). More than meets the eye: Foreign language reading, theory, and practice. Englewood Cliffs, NJ: Prentice Hall.
3. Barry, S., & Lazarte, A. (1995). Embedded clause effects on recall: Does high prior knowledge of content domain overcome syntactic complexity in students of Spanish? Modern Language Journal , 79, 491-504.
4. Bensoussan, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. The Journal of Research in Reading, 7, 15-32.
5. Bernhardt, E. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Westport, CT: Ablex.
6. Blau, E. K. (1990). The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly , 24, 746-753.
7. Bower, G., Black, J., & Turner, T. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220.
8. Bögel, K., & Buunk, B. (1996). Sex differences in foreign language text comprehension: The role of interests and prior knowledge. Modern Language Journal, 80, 15-31.
9. Carrell, P. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33, 183-207.
10. Carrell, P., & Eisterhold, J. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-573.
11. Carrell, P., & Wise, T. (1998). The relationship between prior knowledge and topic interest in second language reading. Studies in Second Language Acquisition, 20, 285-309.
12. Carroll, S. E. (1999). Putting "input" in its proper place. Second Language Research, 15, 337-388.
13. Chaudron, C., & Richards, J. C. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7, 113-127.
14. Chen, Q., & Donin, J. (1997). Discourse processing of first and second language biology texts: Effects of language proficiency and domain-specific knowledge. Modern Language Journal, 81, 209-227.
15. Chern, C. (1993). Chinese students word-solving strategies in reading in English. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 67-82). Westport , CT: Ablex.
16. Chiang, C., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26, 345-374.
17. Danks, J. (1980). Comprehension in listening and reading: Same or different? In J. Danks & K. Pezdek (Eds.), Reading and understanding (pp. 1-39). Newark, DE: International Reading Association.
18. Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. New York: Cambridge University Press.
19. Ellis, N. C., & Sinclair, S. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. Quarterly Journal of Experimental Psychology, 49A, 234-250.
20. Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285-301.
21. Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of word meanings. Language Learning, 44, 449-491.
22. Ferreira, F., & Anes, M. (1994). Why study spoken language? In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 33-56). San Diego, CA: Academic Press.
23. Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Erlbaum.
24. Graesser, A., & Nakamura, G. (1982). The impact of a schema on comprehension and memory. The Psychology of Learning and Motivation, 16, 59-109.
25. Greenslade, T., Bouden, L., & Sanz, C. (1999). Attending to form and content in processing reading texts. Spanish Applied Linguistics, 3, 65-90.
26. Griffiths, R. (1990). Speech rate and NNS comprehension: A preliminary study in time-benefit analysis . Language Learning, 40, 311-336.
27. Hammadou, J. (1991). Interrelationships among prior knowledge, inference, and language proficiency in foreign language reading. Modern Language Journal, 75, 27-38.
28. Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38.
29. Hatch, E. (1983). Simplified input and second language acquisition. In R. W. Andersen (Ed.), Pidginization and creolization as language acquisition (pp. 64-86). Rowley, MA: Newbury House.
30. Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 46-64). Westport, CT: Ablex.
31. Huibregtse, I., Admiraal, W., & Meara, P. (2002). Scores on a yes-no vocabulary test: Correction for guessing and response style. Language Testing, 19, 227-245.
32. Johnson, P. (1982). Effects on reading comprehension of language complexity and cultural background of text. TESOL Quarterly, 16, 169-181.
33. Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press.
34. Kamp, H., & Reyle, U. (1993). From discourse to logic. Dordrecht: Kluwer.
35. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
36. Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon.
37. Lee, J. F. (1986). Background knowledge and L2 reading. Modern Language Journal, 70, 350-354.
38. Lee, J. F. (1998). The relationship of verb morphology to second language reading comprehension and input processing. Modern Language Journal, 82, 33-48.
39. Lee, J. F. (2002). The incidental acquisition of Spanish future tense morphology through reading in a second language. Studies in Second Language Acquisition, 24, 55-80.
40. Lee, J. F., & Wolf, D. (1997). A quantitative and qualitative analysis of the word-meaning inferencing strategies of L1 and L2 readers. Spanish Applied Linguistics, 1, 24-64.
41. Leeser, M. J. (2003). Second language comprehension and processing grammatical form: The effects of topic familiarity, mode, and pausing. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
42. Leow, R. (1993). To simplify or not to simplify: A look at intake. Studies in Second Language Acquisition , 15, 333-355.
43. Leow, R. (1995). Modality and intake in second language acquisition. Studies in Second Language Acquisition, 17, 79-89.
44. Leow, R. (1997). The effects of input enhancement and text length on adult L2 readers comprehension and intake in second language acquisition. Applied Language Learning, 8, 151-182.
45. Leow, R. (2000). Attention, awareness, and focus on form research: A critical overview. In J. F. Lee & A. Valdman (Eds.), Form and meaning: Multiple perspectives (pp. 69-96). Boston: Heinle & Heinle.
46. Leow, R. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84, 496-509.
47. Long, D. (1990). What you don t know can t help you: An exploratory study of background knowledge and second language listening comprehension. Studies in Second Language Acquisition, 12, 65-80.
48. Lund, R. (1991). A comparison of second language listening and reading comprehension. Modern Language Journal, 75, 196-204.
49. Markham, P., & Latham, M. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second language students. Language Learning, 37, 157-170.
50. Miyake, A., & Friedman, N. F. (1998). Individual differences in second language proficiency: Working memory as "language aptitude." In A. F. Healy & L. E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339-364). Mahwah, NJ: Erlbaum.
51. Musumeci, D. (1989). The ability of second language learners to assign tense at the sentence level: A cross-linguistic study. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
52. Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension : A need for alternative perspectives. Language Learning, 52, 439-481.
53. Osaka, M., & Osaka, N. (1992). Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychometric Society, 30, 287-289.
54. Peretz, A., & Shoham, M. (1990). Testing reading comprehension in LSP: Does topic familiarity affect assessed difficulty and actual performance? Reading in a Foreign Language, 7, 447-455.
55. Pulido, D. C. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 53, 233-284.
56. Rivers, W. (1980). Listening comprehension. In K. Croft (Ed.), Readings on English as a second language (pp. 265-277). Cambridge, MA: Winthrop.
57. Rost, M. (1990). Listening in language learning. London: Longman.
58. Rost, M. (2002). Teaching and researching listening. London: Longman.
59. Rott, S. (1999). The effect of exposure frequency on intermediate language learners incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589-619.
60. Rott, S., Williams, J., & Cameron, R. (2002). The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research, 6, 183-222.
61. Rumelhart, D. (1977). Toward an interactive model of reading. Attention and performance, 6, 573-603.
62. Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Mahwah, NJ: Erlbaum.
63. Sagarra, N. (1998). Effectiveness of rate-controlled speech and simplified syntax on listening comprehension in beginners. In A. Ortiz Provenzal (Ed.), Antología del 90 Encuentro Nacional de Profesores de Lenguas Extranjeras Anthology of the 9th National Conference of Foreign Language Teachers# (pp. 313-322). Mexico City: Universidad Nacional Autónoma de México.
64. Sawyer, M., & Ranta, L. (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319-353). New York: Cambridge University Press.
65. Schmidt, R. (1990). The role of consciousness in L2 learning. Applied Linguistics, 11, 129-158.
66. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu: University of Hawaii Press.
67. Schmidt-Rinehart, B. (1994). The effects of topic familiarity on second language listening comprehension . Modern Language Journal, 78, 179-189.
68. Sharwood Smith, M. (1986). Comprehension versus acquisition: Two ways of processing input. Applied Linguistics, 7, 239-274.
69. Sharwood Smith, M. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Second Language Research, 7, 118-132.
70. Shohamy, E. (1984). Does the testing method make a difference? The case of reading comprehension . Language Testing, 1, 147-170.
71. Tomlin, R., & Villa, H. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183-203.
72. VanPatten, B. (1990). Attending to form and the content in the input: An experiment in consciousness . Studies in Second Language Acquisition, 12, 287-301.
73. VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Westport, CT: Ablex.
74. VanPatten, B. (2004). Input processing in SLA. In B. Van Patten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5-31). Mahwah, NJ: Erlbaum.
75. VanPatten, B., Lee, J. F., & Ballman, T. (2000). Sabías que Beginning Spanish. New York: McGraw-Hill.
76. Wolf, D. (1993). A comparison of assessment tasks used to measure FL reading comprehension. Modern Language Journal, 77, 473-489.
77. Wong, W. (2001). Modality and attention to form and meaning in the input. Studies in Second Language Acquisition, 23, 345-368.
78. Wong, W. (2003). The effects of textual enhancement and simplified input on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning, 14, 109-132.