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Individual Differences in Second Language Reading Efficiency in Different-Script Bilinguals = = הבדלים בין-אישיים ביעילות הקריאה בשפה שנייה בקרב דו-לשוניים הדוברים שפות עם מערכות כתב שונות.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Individual Differences in Second Language Reading Efficiency in Different-Script Bilinguals =/
Reminder of title:	הבדלים בין-אישיים ביעילות הקריאה בשפה שנייה בקרב דו-לשוניים הדוברים שפות עם מערכות כתב שונות.
Author:	Mor, Billy.
other author:	מור, בילי
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Semantics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28750521
ISBN:	9798471194106

Individual Differences in Second Language Reading Efficiency in Different-Script Bilinguals = = הבדלים בין-אישיים ביעילות הקריאה בשפה שנייה בקרב דו-לשוניים הדוברים שפות עם מערכות כתב שונות.
Mor, Billy.

Individual Differences in Second Language Reading Efficiency in Different-Script Bilinguals =הבדלים בין-אישיים ביעילות הקריאה בשפה שנייה בקרב דו-לשוניים הדוברים שפות עם מערכות כתב שונות. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 129 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--University of Haifa (Israel), 2020.

This item must not be sold to any third party vendors.

Second language literacy skills, specifically when the second language is English, are a key element in engaging and succeeding in higher education, professional settings, and crosscultural communication. Achieving adequate skills in the second language (L2) is much more challenging than acquiring literacy skills in the native language (L1). Yet, some individuals are more successful than others in overcoming the difficulties of learning to read and write in a second language. Such variability in second language achievement might be a result of individual differences in specific language exposure and knowledge, or may be a result of variance in domain general processing abilities. Thus, it raises a question whether domain specific versus domain general variables better capture individual differences in second language achievement, which is the main objective of the current study. The skill that is in the focus of the current study is reading, at the whole-word level, being the foundational ability on which higher order literacy skills are based. We align with the lexical quality hypothesis (Perfetti, 2007), according to which efficient word reading requires readers to have a high-quality mental representation of words. Specifically, we probe two processes of efficient reading. The first process is efficient lexical access, and the second is a higher-order process that modulates lexical access, namely the ability to generate expectations of upcoming words, which requires the reader to rely on contextual cues and integrate them with previous general knowledge. Lexical access will be investigated in two different yet complimentary conditions: reading isolated words versus reading in context. Contextual reading also raises the question about the relative role of bottom-up versus top-down processes involved in lexical access.In the current study, efficient lexical access is reflected in the magnitude of the word frequency effect, a well-established marker of skilled reading. The ability to generate expectations is reflected in the word predictability effect. Previously, these effects have been investigated mainly among monolingual speakers of English, with a few studies that have examined both effects in bilingual L2 reading, mostly compared to monolingual reading in the same language. In the current study, we adopted an individual differences perspective, and thus both processes are investigated within the same individual.In addition, previous studies focused mostly on highly proficient, same-script bilinguals (e.g., French-English, Spanish-English, Dutch-English), and as such, their findings can not necessarily be generalized to many populations world-wide, who are intermediate different-script bilinguals. Thus, the population of the current study is unbalanced bilinguals, intermediate-advanced L2 speakers. The importance of examining different script bilinguals goes beyond generalization, since it also allows a clearer examination of L2 processing, being highly distinct from the L1, due to the typological and orthographic distances between the languages. The issue of L2 proficiency is also important, because it may have a significant role in both effects of word frequency and predictability. In previous studies, compared to L1, L2 reading was characterized in larger word frequency effects and comparable word predictability effects. Following the characteristics of our study population, we further ask how efficient lexical access and generating expectations might manifest in intermediate different-script bilinguals.

ISBN: 9798471194106Subjects--Topical Terms:

520060
Semantics.

Individual Differences in Second Language Reading Efficiency in Different-Script Bilinguals = = הבדלים בין-אישיים ביעילות הקריאה בשפה שנייה בקרב דו-לשוניים הדוברים שפות עם מערכות כתב שונות.
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245 1 0 $a Individual Differences in Second Language Reading Efficiency in Different-Script Bilinguals = $b הבדלים בין-אישיים ביעילות הקריאה בשפה שנייה בקרב דו-לשוניים הדוברים שפות עם מערכות כתב שונות.
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500 $a Advisor: Prior, Anat;קוֹדֵם, ענת.
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506 $a This item must not be sold to any third party vendors.
520 $a Second language literacy skills, specifically when the second language is English, are a key element in engaging and succeeding in higher education, professional settings, and crosscultural communication. Achieving adequate skills in the second language (L2) is much more challenging than acquiring literacy skills in the native language (L1). Yet, some individuals are more successful than others in overcoming the difficulties of learning to read and write in a second language. Such variability in second language achievement might be a result of individual differences in specific language exposure and knowledge, or may be a result of variance in domain general processing abilities. Thus, it raises a question whether domain specific versus domain general variables better capture individual differences in second language achievement, which is the main objective of the current study. The skill that is in the focus of the current study is reading, at the whole-word level, being the foundational ability on which higher order literacy skills are based. We align with the lexical quality hypothesis (Perfetti, 2007), according to which efficient word reading requires readers to have a high-quality mental representation of words. Specifically, we probe two processes of efficient reading. The first process is efficient lexical access, and the second is a higher-order process that modulates lexical access, namely the ability to generate expectations of upcoming words, which requires the reader to rely on contextual cues and integrate them with previous general knowledge. Lexical access will be investigated in two different yet complimentary conditions: reading isolated words versus reading in context. Contextual reading also raises the question about the relative role of bottom-up versus top-down processes involved in lexical access.In the current study, efficient lexical access is reflected in the magnitude of the word frequency effect, a well-established marker of skilled reading. The ability to generate expectations is reflected in the word predictability effect. Previously, these effects have been investigated mainly among monolingual speakers of English, with a few studies that have examined both effects in bilingual L2 reading, mostly compared to monolingual reading in the same language. In the current study, we adopted an individual differences perspective, and thus both processes are investigated within the same individual.In addition, previous studies focused mostly on highly proficient, same-script bilinguals (e.g., French-English, Spanish-English, Dutch-English), and as such, their findings can not necessarily be generalized to many populations world-wide, who are intermediate different-script bilinguals. Thus, the population of the current study is unbalanced bilinguals, intermediate-advanced L2 speakers. The importance of examining different script bilinguals goes beyond generalization, since it also allows a clearer examination of L2 processing, being highly distinct from the L1, due to the typological and orthographic distances between the languages. The issue of L2 proficiency is also important, because it may have a significant role in both effects of word frequency and predictability. In previous studies, compared to L1, L2 reading was characterized in larger word frequency effects and comparable word predictability effects. Following the characteristics of our study population, we further ask how efficient lexical access and generating expectations might manifest in intermediate different-script bilinguals.
520 $a כישורי אורייניות בשפה שנייה, בוודאי כאשר מדובר באנגלית, הם תנאי הכרחי להשתלבות והצלחה במוסדות להשכלה גבוהה, בתעסוקה, וביכולת לנהל תקשורת גלובלית. רכישת מיומנות בשפה שניה מציבה בפני הלומדים אתגר גדול בהרבה מרכישת כישורי אוריינות בשפת האם. עם זאת, ישנם לומדים אשר מצליחים להתגבר על הקשיים הכרוכים ברכישת הקריאה והכתיבה יותר מאחרים. השונות הבין-אישית בהישגים בשפה השנייה עשויה לנבוע מהבדלים בין-אישיים ברמת החשיפה לאותה שפה ובידע הנרכש, אך גם מהבדלים בין-אישיים ביכולות הלמידה והעיבוד הכלליות. מכאן, עולה שאלה האם גורמים הקשורים לשפה הספציפית )specific-Domain )או דווקא משתנים כלליים )general-Domain )הם אלו שמסבירים טוב יותר את ההבדלים הבין-אישיים ביכולות בשפה השנייה, שאלה אשר עומדת גם במרכזו של המחקר הנוכחיהמחקר הנוכחי מתמקד בקריאת מילים, בהיותה אבן יסוד אשר עליה מבוססות מיומנויות אורייניות מסדר גבוה. המחקר מאמץ את המסגרת התיאורטית של היפותזת האיכות הלקסיקלית )2007, Perfetti ,)לפיה קריאה יעילה של מילה מבוססת על ייצוג לקסיקלי מנטלי איכותי. באופן ספציפי, המחקר בוחן שני תהליכים המתרחשים בעת קריאה יעילה: התהליך הראשון הוא הגישה הלקסיקלית )access Lexical ,)והתהליך השני הוא היכולת לייצר ציפייה וניבוי לגבי זהות המילה הבאה, שהינו תהליך מסדר גבוה אשר משפיע על הגישה הלקסיקלית. על מנת לנבא את המילה הבאה במהלך קריאת המשפט, הקורא נדרש להסתמך על רמזים המסופקים על-ידי ההקשר שבו המילה נתונה, ולשלב אותם עם ידע כללי קודם. הגישה הלקסיקלית תיבחן בשני תנאים שונים אך משלימים: קריאה של מילים בודדות לעומת קריאה בהקשר. תהליך הקריאה בהקשר מעלה גם שאלה גם לגבי אופן מעורבותם של תהליכי up-Bottom לעומת down-Top במהלך גישה לקסיקלית.
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