“A person’s future opportunities for success and prosperity will be even more entwined with skilled reading abilities. It is therefore an important societal responsibility to offer every person the opportunity to become a skilled reader, and in many cases, this means becoming a skilled L2 reader.” (GRABE 2009: 6)
As GRABE reveals with his statement, reading has become an indispensable language skill not only in an individual’s mother tongue, but preferably also in its acquired foreign language, without which it is difficult, if not impossible to make career nowadays. Wherever we go outside our homes, we will see and read print, even so in more deprived areas, such as on hiking trails, where instead of advertising wallpapers we are likely to encounter signposts that guide us. Since information transfer is reserved to both oral and written communication in modern society, reading remains the only option to decode writing.
However, developing reading skills is more than just improving one’s word recognition and decoding abilities. GRABE points out that “most words build phonological activation prior to lexical access” (2009: 24) in the word recognition process that combines the interactive areas of orthography, phonology and meaning. This characteristic of reading allows for unconscious pronunciation drilling and training even though it can be assumed that readers will occasionally consciously check the pronunciation of certain unfamiliar words. Whether or not supported by conscious learning, reading seemingly prepares learners for oral communication by maintaining constant phonological activation.
Moreover, recognized words in the reading process are supposed to transmit some activation energy to their “semantic neighbours in the lexical network when they are accessed.” (GRABE 2009: 25/26) Known as the notion of spreading activation (GRABE 2009: 25), this phenomenon suggests that reading establishes a cognitive network of connotations that learners acquire to broaden their lexis for idiomatic application in communicative contexts.
As one may quickly realize, reading involves learning about both language and content, which is why it simply must be part of a regular English lesson. Therefore, the research question addressed in this paper is what English language teachers should keep in mind when developing reading tasks for both First (L1) and Second Language Learners (L2).
Table of Contents
1. Introduction
2. The Nature of Language and Literacy
3. First Language Acquisition
3.1 Characteristics of First Language Acquisition
3.2 Models of L1 Development Stages
3.3 Ideal Texts and Reading Tasks for L1 learners
4. Second Language Acquisition
4.1 Characteristics of Second Language Acquisition
4.2 Reading Models for L2
4.3 Ideal Texts and Reading Tasks for L2 learners
5. Conclusion
Objectives and Topics
This paper explores reading as a vital component of language development, focusing on how English language teachers can effectively develop reading tasks for both First (L1) and Second Language Learners (L2) by bridging linguistic theory with practical classroom applications.
- The nature of language, literacy, and the developmental stages of L1 acquisition.
- Key characteristics and differences between First and Second Language Acquisition.
- The application of cognitive and psycholinguistic reading models in educational settings.
- Strategies for designing reading materials and tasks for diverse language learners.
- The role of learner motivation and reading strategies in enhancing comprehension.
Excerpt from the Book
3.1 Characteristics of First Language Acquisition
Any person reflecting on major characteristic features of First and Second Language Acquisition will intuitively agree that native speakers of English (L1) will perform better in all four domains of language (listening, reading, speaking and writing) than Second language learners (L2). As MEISEL (2011: 8) quotes CORDER, “children acquiring their L1, as opposed to L2 learners, are inevitably successful” and “L1 development is part of the child’s maturational process”.
The new-born child’s maturational growth has indeed been a central research area of First Language Acquisition for a very long time and is even discussed today as a vital constituent of language developmental constraints. Elaborating on the concept of the Critical Period Hypothesis (CPH), MEISEL (2011: 203) claims that “neural maturation is hypothesized to open and close windows of opportunities during which certain learning tasks – in our case grammatical development – can be achieved with relative ease and maximal success.” However, as MEISEL carefully develops, this does not mean that foreign language acquisition is an impossible undertaking. Rather, the CPH explains why “older learners with a mature and more powerful cognitive system do worse, in some respects at least, than toddlers learning one or more first language(s) […]”. (2011: 203)
Summary of Chapters
1. Introduction: Discusses the growing importance of reading skills in modern society and sets the research focus on tailoring reading tasks for L1 and L2 learners.
2. The Nature of Language and Literacy: Examines the distinction between language and literacy, highlighting that while language is instinctive, reading and writing must be actively acquired.
3. First Language Acquisition: Details the developmental stages of L1 acquisition and how these insights can inform reading instruction for native speakers.
4. Second Language Acquisition: Analyzes the complexities of SLA, including the impact of language interference and the importance of tailored reading models for L2 learners.
5. Conclusion: Recapitulates the main findings regarding L1 and L2 acquisition and reaffirms the necessity for teachers to design personal, strategy-focused reading materials.
Keywords
First Language Acquisition, Second Language Acquisition, Reading Strategies, Literacy, Critical Period Hypothesis, Language Development, Metacognitive Strategies, Reading Tasks, Input Hypothesis, Motivation, Language Interference, Vocabulary Acquisition, Grammatical Knowledge, Cognitive Processing, Material Design
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines the differences and similarities between First and Second Language Acquisition and investigates how these factors should influence the design of reading tasks for students.
What are the central themes discussed in the work?
The central themes include developmental stages of language, the importance of reading strategies, the role of motivation in learning, and the practical application of reading models in the classroom.
What is the core research question?
The research question asks what English language teachers should keep in mind when developing reading tasks for both native speakers and those learning English as a second language.
What scientific methods are utilized?
The work utilizes a literature-based analysis, synthesizing findings from linguistic studies, fMRI research, cognitive models of reading, and pedagogical theories.
What does the main body of the paper cover?
The main body covers the theoretical foundations of L1 and L2 acquisition, specific reading models, and practical examples of how to adapt texts and strategies for classroom use.
Which keywords best characterize this research?
The research is best characterized by terms like Language Acquisition, Reading Strategies, Literacy, Cognitive Processing, and Material Design.
How does the Critical Period Hypothesis impact L2 acquisition?
The hypothesis suggests that neural maturation influences the ease of learning a language, explaining why older learners may process language differently than toddlers, though it does not preclude successful L2 acquisition.
Why is the "T-Chart" method suggested for students?
The T-Chart is suggested as a powerful, simple graphic organizer that helps ELLs categorize and visualize information, such as positive and negative impressions, to facilitate better reading comprehension.
How does motivation affect the choice of reading materials?
Teachers are encouraged to assess whether a student's motivation is integrative, instrumental, or intrinsic, and base their choice of texts on these specific interests to increase student participation.
- Quote paper
- Viktor Kocsis (Author), 2012, The Role of Reading in First and Second Language Acquisition, Munich, GRIN Verlag, https://www.grin.com/document/230308
