Grabe 7: L1 and L2 reading relationships
Last chapter – potential L1 transfer with emphasis on word-recognition.
This chapter various factors influencing L2 reading development, L1-L2 differences in
development, impact of L1 transfer on L2 reading development, impact/result of L1
transfer.
Key linguistic and processing differences p. 130
Comparison between L1 and L2 people learning to read
L1
L2
5 years old
usually older than 5
5-8,000 words
such a vocab would be considered quite
advanced – many fewer words when
learning to read.
implicit morphological knowledge (prefixes, not implicit or automatic – take several
suffixes for grammatical purposes mainly)
years to be implicit/automatic
implicit phonological knowledge – know
not implicit or automatic – learned take
what sounds go together, e.g.
several years to be implicit/automatic
implicitly know basic syntactic structres
not implicit or automatic --- take several
years to be implicit/automatic
story genres, perhaps other discourse
structures
No simple, universal way to talk about transfer – every combination of langs as L1 and
L2 is different.
Word-meaning connection: At first, L2 word connected to L1 word connected to
meaning. Later, L2 word connects directly to meaning.
L2 readers engage in different types of metalinguistic processing when reading:
heightened awareness of how lang systems work, used to carry out tasks. Not clear
specifically which tasks that would be – probably part of speech analysis, using syntax.
(This should have been clearer – important point.)
Vocab and syntax are raised to a higher level in successful L2 readers than average
readers. Ability to analyze problems, attempt solutions with metaling & metacog
strategies. Poor L2 readers are unable to use metaling & metacog strategies very well.
Processing diff related to PRACTICE and diff orthographic system. Readers with
less practice or different orthogr system are slower.
Developmental and educational differences in L1-L2 reading
Grades 7-20 can: STUDY list for discussion p. 134
These strategies are different in the L2.
PRACTICE – amount of print exposed to in L2 is much less than L1.
Automaticity will not develop without practice. Higher level comprehension skills can’t
be used without some level of automaticity.
p. 135 different types of goals/motivations for reading in L1 and L2
Pedagogical – reasons for learning L2 reading are to perform ESL (?SL/?FL)
tasks and learn skills, not for genuine reading/learning like in the L1.
Supporting resources: cognates, dictionaries, grammars, word gloss,
translations. Such things are fairly rare in L1 reading. Such things make L2 readers
even more metalinguistically sophisticated.
L2 readers in general (esp academic L2 readers) higher metalinguistic
awareness than monolingual L1 readers. READ p. 136 last paragraph.
Sociocultural and institutional factors in L1/L2 reading
Different roles text plays in different cultures
Moving to a new culture – treatment of text could be confusing … text not respected,
expected to critique, evaluate and find fault with text.
genres, roles, expectations all vary across cultures. evidence, persuasion:
different.
For L2 readers, the following can be different: a) main ideas are presented and
developed, b) persuasive arguments are different, c) evidence and counterevidence, d)
repetition and paraphrase use, e) new info organization, f) critical interpretations
inferred.
Ss often not able to verbalize why text is different/difficult.
skip 140-148
Dual language shifting system – L1 reader can dynamically change task, topic, goal,
context, etc.
Together, the L1 and L2 contribute important variables – motivation,
metalinguistic awareness, morphology knowledge, strategic processing, selective
attention, suppression, working memory, fluency, background knowledge, amount of
exposure to print.

broke down system to which language was responsible for which
things. Operate separately: vocab, syntax, possibly fluency
Broader than linguistic ability variables also very important: check out list on top of
page 150 of things that can be different/same/cooperative/distracting.
Implications – Teaching
Sometimes you have to instruct counter to the automatic processes (and all others!) in
teaching reading in an L2. p. 130 middle paragraph. How would that go?
Amount of input – tons
Explore how L1 can support L2 reading: cognates, student awareness of metacognitive
and metalinguistic awareness. Talk about text structure. Teach about genre/social
differences