Language Factors in L2 Reading: Testing the Linguistic Threshold Hypothesis

• 발행기관: 한국외국어교육학회
• 저자명: Sungin Chin
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.3, 25~47쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

The current study examined the potential language and literacy factors that best explain the L2 reading comprehension abilities of Korean EFL learners. A total of 70 intermediate-level Korean high school students participated in this study and were tested on L1 and L2 reading comprehension, L2 vocabulary, and L2 syntactic knowledge. The findings indicated that, between L1 reading skills and L2 proficiency, L2 proficiency played a more crucial role in predicting L2 reading comprehension. Throughout the analyses, the linguistic threshold hypothesis was supported, demonstrating a threshold level of language proficiency above which learners can effectively transfer their L1 reading skills to L2 reading comprehension. These results highlight the important pedagogical implications for the critical role of L2 proficiency and show the threshold level of proficiency necessary for Korean EFL learners. The insights gained from this study are expected to provide targeted instructional strategies and recommendations, aimed at effectively supporting EFL learners with diverse skills and abilities.

목차

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Methodology

Ⅳ. Results

Ⅴ. Discussion and Conclusion

References

키워드

모국어 제2언어 독해 관계 제2언어 독해 제2언어 능력 문지방 가설 L1 L2 reading relationship L2 reading comprehension L2 proficiency the linguistic threshold hypothesis