ABSTRACT
This chapter reviews ten research studies conducted in L2 contexts. The studies illustrate useful methods for conducting research and showcase topics central to reading development in L2 settings, including the following:
• the importance of word-level issues in L2 reading development
• the role of vocabulary in reading
• the centrality of reading strategy instruction for reading development
• the benefits of fluency and extensive reading
• the influence of motivation on reading
Conducting research in second-language (L2) classrooms has much in common with the research conducted in first-language (L1) settings. The topics are often the same, methods and procedures are typically the same and ways of analysing the information collected are also mostly the same. There are differences, however. Among these differences in L1 and L2 research are the issues discussed in Chapter 2. For example, L2 research, unlike L1 research, often views the roles of language proficiency and language knowledge as important factors in reading development (although the impact of language knowledge is taking on a greater role in L1 reading research; see NICHD, 2005; Snow, Porche, Tabors and Harris, 2007; Storch and Whitehurst, 2002). L2 research often explores transfer of L1 linguistic, strategic and content knowledge on L2 performance, and whether this transfer might be positive or negative. L2 research oftentimes takes into account the role of L1 reading skills, metacognition and underlying cognitive universals when explaining L2 reading development – in essence, L2 reading researchers view L2 readers as learning to read with two languages. Moreover, L2 research frequently examines the issue of a second language threshold, a unique L2 issue. Finally, L2 research investigates
cultural factors and unique instructional resources that might influence reading development (e.g. bilingual dictionaries, translation, glossing).
