1887
Volume 63, Issue 1
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Abstract

The performance in Dutch reading comprehension of advanced L2 learners still lags behind the performance of L1 learners. This study investigates the role of inefficient word recognition and knowledge of L2 vocabulary as two of the explanatory factors for problems with reading comprehension.The results of this study show that inefficient word recognition cannot account for problems with reading comprehension of L2-learners at the intermediate level of secondary education. There was no significant difference between the speed of word recognition between L2 learners and L1 learners. Nor was there relation between the score on reading comprehension and speed of word recognition.Knowledge of vocabulary does show differences between L2 learners and L1 learners. L2 learners score significantly less and, in contrast with the L1 learners, they show a significant relation between the knowledge of vocabulary and the score on reading comprehension.
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/content/journals/10.1075/ttwia.63.10van
2000-01-01
2019-09-15
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/ttwia.63.10van
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  • Article Type: Research Article
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