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首页> 外文期刊>Journal of neurolinguistics >Reading comprehension in L1 and L2: An integrative approach
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Reading comprehension in L1 and L2: An integrative approach

机译：L1和L2中的阅读理解：一种综合方法

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摘要

Like other areas of research in reading and language, the study of reading comprehension has traditionally focused on readers of native or first language, and relatively little attention has been directed to the study of second language reading comprehension. Even fewer studies have examined the neurocognitive bases of second language reading comprehension. In this article we take these research gaps as a starting point for providing an integrative analysis of reading comprehension in first and second languages, and with a perspective on both cognitive and neuorimaging evidence. We further examine variables of learner abilities (e.g., working memory), second language proficiency, and order of presentation/reading in the two languages that impact individual differences in reading comprehension, with a particular focus on the knowledge structure that the reader establishes in the first and second languages. Implications and future directions for an integrative neurocognitive perspective on L1 and L2 reading comprehension are discussed in light of limited evidence based on individual difference studies.
机译：与阅读和语言的其他研究领域一样，阅读理解的研究传统上专注于本土或第一语言的读者，并且对第二语言阅读理解的研究有所关注。甚至更少的研究已经检查了第二语言阅读理解的神经认知基础。在本文中，我们将这些研究差距作为一种起点，以便在第一和第二语言中提供阅读理解的一体化分析，并以认知和艺术态度证据的视角。我们进一步检查学习者能力（例如，工作记忆），第二语言能力和呈现/阅读顺序的变量，这些语言影响了阅读理解的个体差异，特别关注了读者在读者中建立的知识结构第一和第二语言。基于个体差异研究的有限证据，讨论了对L1和L2阅读理解的综合神经认知透视的影响和未来方向。

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