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Reading in a Foreign Language

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The April 2018 issue (Volume 30, Number 1) of the electronic journal Reading in a Foreign Language (RFL) is now online.

This issue of RFL has 8 regular articles that include a mixture of both quantitative and qualitative research methods with readers of Chinese, Norwegian and English. In the first article, Sha Huang examines a timely topic- strategy use with L2 Chinese readers and reveals significant interrelations with strategies. Findings emphasize the roles that vocabulary and grammar have with L2 Chinese reader’s strategy use. Next, Anna Krulatz and Jennifer Duggan utilize qualitative methods to examine social, cognitive, and individual factors in an exploration of the value of extensive reading with learners of Norwegian.

In the third article, with PhD students of English, a group largely understudied in the database, Marijana Macis examines the incidental learning of figurative and literal language while reading and specifically investigates whether reading enhances lexical knowledge of figurative meanings. Next, Stuart McLean and Joseph Poulshock compare three methods for increasing the amount of reading and self-efficacy with L2 learners of English in Japan.

In the fifth article, Hitoshi Mikami, Chi Yu Leung, and Lisa Yoshikawa present the findings of an experiment with EFL learners at a Japanese University that demonstrate how anxiety-induced bias exists in a low-stakes FL reading test when the exam becomes more objectively taxing for the learners. Ruei-Fang Shiang, with low proficiency readers of English in Taiwan, found a positive impact of a comics production activity that aided readers in constructing multimodal representations of what they read while gaining marked improvement with comprehension.

Next, Ying-Chun Shih, Chiou-lan Chern and Barry Lee Reynolds report positive effects of integrated reading strategy instruction within an extensive reading curriculum with vocational students of English in Taiwan. Finally, Torrin R. Shimono investigates reading fluency, or reading with a high degree of speed and comprehension, throughout one academic semester with students in Japan.

There are two book reviews in this issue. Sultan Altalhab reviews Literature Into the Classroom. This is followed by Haley Dolosic’s review of The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners.

RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Cindy Brantmeier as the co-editors, Thom Hudson as associate editor, and Xiangying Jiang, West Virginia University, as the reviews editor.

The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawaiʻi College of Languages, Linguistics and Literature, and the University of Hawaiʻi Department of Second Language Studies. The journal is a fully refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl.