The Relationship between L1 and FL Comprehension Monitoring with Chinese EFL Readers

By Feifei Han.

Published by The International Journal of Literacies

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

A crucial area in FL (Foreign Language) reading research is the transfer of reading skills from L1 (First Language) to FL. Among all the reading skills, comprehension monitoring plays an important role. This study examines relationship between comprehension monitoring outcomes in L1 and FL reading among Chinese learners of English as a foreign language (EFL) with different FL proficiency measured by scores from a mid-term examination prior to the study. It also investigates the separate contributions of L1 comprehension monitoring and FL proficiency to FL comprehension monitoring. Altogether, 126 students in a vocational education program took part in the study. They completed an error detection task in both L1 and FL reading. For each error detection task, they were asked to read two narratives embedded with external and internal errors. The data were analyzed using correlation and multiple regression analyses. The results suggest that there was a moderate positive relationship between L1 and FL comprehension monitoring; and L1 comprehension monitoring made a much larger contribution to FL comprehension monitoring than FL proficiency did.

Keywords: L1 and FL Reading, Comprehension Monitoring, Chinese EFL Learners

The International Journal of Literacies, Volume 19, Issue 1, pp.13-24. Article: Print (Spiral Bound). Article: Electronic (PDF File; 267.684KB).

Feifei Han

PhD Student, Faculty of Education and Social Work, The University of Sydney, Sydney, NSW, Australia

Feifei Han, MA and MEd, is currently a PhD candidate, at the Faculty of Education and Social Work, the University of Sydney. She has taught English to Chinese EFL learners at university level for several years. Her main research interests are foreign language reading, foreign language vocabulary acquisition and teaching and learning in higher education.