Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners

<p>This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental-structure building, L1 cognitive use in L2 reading, and other related cognitive mechanisms and capacities of EFL learners in China. It integrated test-based and product-oriented as well as VPA-based (verbal protocol analysis) and process-oriented experiments to address the problems of reading in a second language. This book provides several theoretical, methodological and pedagogical insights, including the multidimensional nature of L2 reading and Vygotskyan sociocultural theory as a suitable L2 reading framework, combined approaches on L2 studies, and the rewarding active use of L1 cognitive resources in L2 learning.</p> <p>1 Introducing the Study 1.Need for the Study 2.Research Questions 3.Significance of the Study 4.Basic Concepts and Constructs 5.Outline of the Book <b>2 Research Background </b>2.1 Reading and Reading Research 2.2 A Brief History in L2 Reading Research 2.3 Previous Research about the Effects of L1 Reading on L2 Reading 2.4 Previous Research on L1 Cognitive Use in L2 Reading <b>3 Theoretical Perspectives </b>3.1 The Structure Building Framework 3.2 Vygotsky¡¯s Sociocultural Theory 3.3 Theories of Transfer<b> 4 Research Design and Methodology: The Test-based and Product-Oriented Experiments </b>4.1 The Effects of L1 Reading Ability on L2 Reading: The Research Design 4.2 The Transfer of the Building of Mental-representations: The Research Design<b> 5 Research Design and Methodology: The VPA-based and Process-Oriented Experiment </b>5.1 Subjects 5.2 Method 5.3 Material 5.4 Data Collecting Procedure 5.5 Transcribing Verbal Reports <b>6 Results and Discussion: The Test-based and Product-Oriented Experiments </b>6.1 Question 1 6.2 Question 2 6.3 Question 3 6.4 General Findings 6.5 Reading Problems or Language Problems 6.6 Automaticity or Control in L2 Reading <b>7 Results and Discussion: The VPA-based and Process-Oriented Experiment </b>7.1 The Threshold Effect 7.2 The Role of L1 Cognitive Use in L2 Reading 7.3 Discussion and Conclusion <b>8 Conclusion </b>8.1 Findings Based on Test-based and Product-oriented Experiments 8.2 Findings Based on the VPA-based and Process-oriented Experiments</p>