published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

Prior research in L2 reading has shown that adult ESL readers tend to lack in the use of reading strategies, failing to utilize contextual clues or their background knowledge base. In addition, studies demonstrated that when the adult readers who are highly competent in L1 reading read in L2, they become inefficient, "text-bound" readers, failing to utilize their effective reading strategies in L1. The present study investigated adult L2 readers' processes of reading in relation to their perceived view of L2 reading, in an attempt to explore the underlying factors related to "text-bound" processing in L2 reading. Two specific research questions were raised for investigation: (1) what is the relationship between an L2 reader's perceptions about L2 reading and his or her reading processes in L2?; (2) what is the relationship between an L2 reader's perceptions about reading (both in L1 and L2) and his or her transfer of reading strategies from L1 to L2 reading? A significant correlation between the perception and actual processing pattern was hypothesized for both questions within the three theories of reading: the metacognitive, the psycholinguistic, and the schema/interactive theory. These three theories of reading provided the theoretical bases for the study. The study consisted of two phases. In the first phase, a survey was conducted with 139 adult ESL readers who responded to a questionnaire developed to tap L2 readers' perceptions about reading and their actual processes while reading magazines in English. Their responses were statistically analyzed to test the research hypotheses. In the second phase, a case study method was utilized for further exploration with six readers chosen from the survey's respondents. Two meetings with the researcher were held with each of the six subjects to further probe their perceptions about L2 reading, and their actual reading processes while they read an article from a chosen magazine. The results indicated that the more linguistic perceptions an adult L2 reader has, the more text-based processing he or she employs. It was also found that the greater the difference perceived by the reader between L2 and L1 reading, the greater the difference between his or her interaction and transaction with L2 text compared to L1 text.

The phrasal verb is defined as a two-word idiom consisting of a verb and an adverbial or prepositional particle (such as put off for delay or come across for find or meet by chance). The increased use of such constructions in written and spoken modes of English has been noted by Kennedy 1920, Traugott 1972, Meyer 1975, and others. The categories of verb combinations that fall under the heading of phrasal verb are various. An analysis of the construction within grammars of English, from the seventeenth century Latinate grammars to the twentieth century linguistic treatments, reveals some inconsistencies in terminology and definition, posing a problem for ESL teachers and text writers. Most treatments of the structure concern surface form (such as Fraser 1976), but some recent analyses, particularly Woody 1974 and Lindner 1981, attempt to account for the semantics of the combination; however, these studies limit the category of phrasal verbs analyzed to verb + adverbial particle. Although the phrasal verb is an example of what Rutherford 1977 terms 'lexical grammar', a grammatical structure that must be taught together with a specific lexicon, an examination of the description of phrasal verbs within ESL grammars reveals a concentration on the syntactical patterning of the structure. Extensive listings of phrasal verbs (along with their meanings and appropriate use) are found mainly in dictionaries of idioms and two-word verbs (such as Meyer 1975, Cowie and Mackin 1976, Hall 1982, and Courtney 1983). This study suggests that ESL specialists consider both syntax and semantics when presenting and describing phrasal verbs and include what Rivers 1978 terms 'three levels of meaning': lexical, structural or grammatical, and socio-cultural. Because of the large number of phrasal verbs, a problem arises concerning which phrasal verbs should be presented formally in the ESL class. The study cites Larsen 1974, Dulay and Burt 1977, and Turano-Perkins 1979, who suggest that frequency of use should be a criterion in determining the order of grammatical structures to be taught. The study suggests that more research is needed in the area of frequency studies.