Understanding L2 Reading Cognitive Processes: The Case of the L2 Reader's Goal

This study presents empirical evidence for the hypothesis that reading purpose may impact upon the cognitive processes that L2 readers use in comprehending a text. 25 advanced learners of English were put into two purpose groups--testing condition (TC) and learning condition (LC). The participants i...

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Bibliographic Details
Published inThe reading matrix Vol. 19; no. 1; pp. 206 - 225
Main Authors Mesgarshahr, Abulfazl, Alavi, Seyyed Mohammad
Format Journal Article
LanguageEnglish
Published Long Beach City College Reading Matrix, Inc 01.04.2019
Meena Singhal/John Liontas, Long Beach City College, CA
Subjects
Advanced Students
Cognition
Cognition & reasoning
Cognitive Processes
English (Second Language)
English as a second language learning
Error Patterns
Foreign Countries
Goal Orientation
Language Tests
Reading Comprehension
Reading Instruction
Reading processes
Reading Strategies
Reading Tests
Second Language Instruction
Second Language Learning
Second language reading
Student Attitudes
Test Items
Undergraduate Students
Verbal Communication
Iran
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Summary:This study presents empirical evidence for the hypothesis that reading purpose may impact upon the cognitive processes that L2 readers use in comprehending a text. 25 advanced learners of English were put into two purpose groups--testing condition (TC) and learning condition (LC). The participants in the TC read two expository passages and answered 26 comprehension test items, while the LC participants read the same passages but without test items. Both groups were asked to verbalize their thoughts while performing the tasks. The data obtained from verbal reports, retrospective interviews, and the errors made during comprehending the passages or answering test items were collected and then analyzed. The results showed that readers pursuing different goals may engage in quantitatively as well as qualitatively different cognitive processes and strategies. The implications for L2 reading instruction and assessment are discussed.
ISSN:1533-242X
1533-242X