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Looking at and beyond the lexical surface in L2 reading comprehension: insights from a video-based study

机译：观察和超越二语阅读理解中的词汇表：基于视频的研究的见解

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摘要

In L2 reading, words and the concepts they denote frequently constitute an important vehicle or obstacle in the comprehension process. However, this has been rarely explored from a language awareness perspective. The current research therefore tailors the constructs of lexical awareness and conceptual awareness to L2 reading contexts by using a video-based approach within text-based cooperative learning environments. The corpus comprises data from 156 EFL learners in 9th grade at German schools who engaged in collaborative strategic reading tasks. The results of the qualitative content analysis demonstrate the multidimensionality of the two major constructs and provide insight into L2 learners' degree of awareness as well as their need for further support. In particular, not only target-lexical and target-conceptual aspects need to be borne in mind, but also the cross-linguistic and cross-cultural dimensions arising from learners' knowledge of other languages and from their prior life experience within specific sociocultural environments. The findings have been incorporated into a revised iceberg model of L2 lexical and conceptual awareness, which illustrates the potentially deceptive nature of the lexical surface as well as the continua of lexical and conceptual similarities and discrepancies across languages and cultures.
机译：在第二语言阅读中，单词和它们所代表的概念经常构成理解过程中的重要工具或障碍。但是，很少从语言意识的角度对此进行探讨。因此，当前的研究通过在基于文本的合作学习环境中使用基于视频的方法，针对二语阅读上下文量身定制了词汇意识和概念意识的结构。该语料库包含来自906名9年级EFL学习者的数据，这些学生在德国的学校中从事协作性战略阅读任务。定性内容分析的结果表明了这两种主要结构的多维性，并提供了对L2学习者的意识程度以及他们进一步支持的需求的洞察力。特别是，不仅要牢记目标词汇和目标概念方面，而且还要牢记学习者对其他语言的了解以及他们在特定社会文化环境中的过往生活经验所产生的跨语言和跨文化方面。这些发现已被纳入L2词汇和概念意识的修订的冰山模型中，该模型说明了词汇表面的潜在欺骗性质以及语言和概念在语言和文化之间的相似性和差异的连续性。

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