Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features Export

@article{citeulike:6111323, abstract = {Using a quantitative approach, this study explores the use of textual elaboration as a modification option for literary texts in an intermediate-level Spanish as a second language (L2) course. The results suggest that, with elaborative modifications, literary texts could have an expanded role in L2 instruction for lower proficiency students, thus representing a compromise between those who advocate the exclusive use of authentic reading materials and those who suggest that pedagogically modified texts are more appropriate for this level student. The findings indicate that the L2 readers who read short literary texts that had been modified elaboratively were able to recall more information about the texts and could identify more vocabulary that appeared within the texts. However, the level of text difficulty played a pivotal role in relation to the effectiveness of elaborative modifications. In terms of comprehension, students who read unmodified texts that were relatively easy to comprehend benefited the least from these modifications.}, address = {South Dakota State University Department of Modern Languages SNF 103 Campus Box 2275 Brookings, SD 57007 Email: mary.odonnell@sdstate.edu}, author = {O'Donnell, Mary E.}, citeulike-article-id = {6111323}, citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1540-4781.2009.00928.x}, citeulike-linkout-1 = {http://www3.interscience.wiley.com/cgi-bin/abstract/122683047/ABSTRACT}, doi = {10.1111/j.1540-4781.2009.00928.x}, issn = {1540-4781}, journal = {The Modern Language Journal}, keywords = {reading, textual\_enhancements, vocabulary}, number = {4}, pages = {512--533}, posted-at = {2009-11-14 03:42:07}, priority = {2}, title = {Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features}, url = {http://dx.doi.org/10.1111/j.1540-4781.2009.00928.x}, volume = {93}, year = {2009} }

TY - JOUR ID - citeulike:6111323 L3 - citeulike-article-id:6111323 N2 - Using a quantitative approach, this study explores the use of textual elaboration as a modification option for literary texts in an intermediate-level Spanish as a second language (L2) course. The results suggest that, with elaborative modifications, literary texts could have an expanded role in L2 instruction for lower proficiency students, thus representing a compromise between those who advocate the exclusive use of authentic reading materials and those who suggest that pedagogically modified texts are more appropriate for this level student. The findings indicate that the L2 readers who read short literary texts that had been modified elaboratively were able to recall more information about the texts and could identify more vocabulary that appeared within the texts. However, the level of text difficulty played a pivotal role in relation to the effectiveness of elaborative modifications. In terms of comprehension, students who read unmodified texts that were relatively easy to comprehend benefited the least from these modifications. IS - 4 JF - The Modern Language Journal SN - 1540-4781 AD - South Dakota State University Department of Modern Languages SNF 103 Campus Box 2275 Brookings, SD 57007 Email: mary.odonnell@sdstate.edu EP - 533 TI - Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features VL - 93 SP - 512 KW - reading KW - textual_enhancements KW - vocabulary AU - O'Donnell, Mary PY - 2009/// UR - http://dx.doi.org/10.1111/j.1540-4781.2009.00928.x ER -