The Role of First-Language Listening Comprehension in Second-Language Reading Comprehension

• Published in: Journal of educational psychology 2016-02, Vol.108 (2), p.163-180
• Main Authors: Edele, Aileen, Stanat, Petra
• Format: Article
• Language: English
• Subjects: Bilingualismus; Correlation; Einwanderung; Family Characteristics; Female; Foreign Countries; Foreign Language Learning; Fremdsprachiger Spracherwerb; German; Germany; Grade 9; High School Students; Human; Hörverständnis; Intelligence Tests; Language Classification; Language Minorities; Language Proficiency; Language Role; Leseverstehen; Linguistics; Listening Comprehension; Male; Minority Groups; Muttersprache; Native Language; Peabody Picture Vocabulary Test; Prediction; Pädagogischer Transfer; Reading; Reading Comprehension; Reading Fluency; Reading Tests; Receptive Language; Regression (Statistics); Russian; Second Language Learning; Secondary School Students; Transfer of Training; Turkish; Verbal Ability; Vocabulary
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/edu0000060

Although the simple view of reading and other theories suggest that listening comprehension is an important determinant of reading comprehension, previous research on linguistic transfer has mainly focused on the role of first language (L1) decoding skills in second language (L2) reading. The present study tested the assumption that listening comprehension in L1 is a significant predictor of language minority students' reading comprehension in L2. In addition, we explored whether the cross-linguistic relationship is particularly pronounced at higher levels of L1 proficiency. The sample included 502 9th grade students with Russian as L1 and 662 9th grade students with Turkish as L1 from a nationwide study conducted in Germany. The L1s of these students differ in their similarity to their L2, German: Russian is considerably more similar to German than is Turkish. In both language groups, L1 listening comprehension significantly predicted L2 reading comprehension in linear regression models; this was also true after important control variables were taken into account. Polynomial regression models indicated that the relationship between L1 proficiency and L2 proficiency was linear in the Russian sample, yet stronger at higher levels of L1 proficiency in the Turkish sample. Thus, the prediction that transfer should be more pronounced at higher levels of L1 proficiency was also partly supported. Our study extends the range of L1 skills previously known to transfer to L2 reading. We found the predicted relationship between L1 listening comprehension and L2 reading comprehension in 2 language groups with varying degrees of language similarity, suggesting that the effect is language-independent.