The influence of first language reading strategies on second language reading of academic texts

Abstract

A review of literature indicates that an improved understanding on the use of first language (L1) reading strategies in second language (L2) reading contributes to the general understanding of reading process. However, to date, it remains an insufficiently explored issue in terms of the extent of L1 reading strategies use in L2 reading and how they influence L2 reading. The present study examined the links between reading strategies in L1 and L2 academic reading. The focus is on the connection of three categories of reading strategies: metacognitive, cognitive and support strategies between L1 and L2 academic reading and the factors leading to strategy patterns in L1 and L2 academic reading. A mixed methodology was adopted in the study.106 participants were selected using purposive sampling method for the questionnaire survey and 23 of them volunteered and participated in the interview sessions. Data derived from survey of reading strategies, think-aloud protocol and simulated recall interview were analyzed using paired sample t-test and thematic analysis. The study found that, in general, L2 strategies were adopted on a more frequent basis as compared to L1 strategies in academic reading. The influence of L1 reading strategies on L2 reading varied on strategy categories with metacognitive strategies being the most influential category of strategies. Limited L2 proficiency and test-oriented reading approach were identified as the major two factors influencing the L2 strategy patterns and contributing to the similarities and differences in L1 and L2 academic reading. The present study adds to the existing field of study on the relationship between L1 and L2 reading strategy patterns in academic reading by identifying factors shaping L2 reading strategy use. This study has highlighted the complexity of L2 reading in the way that it is jointly affected by L1 reading, L2 proficiency and different reading purposes.