THE ROLE OF THE FIRST LANGUAGE IN SECOND LANGUAGE READING

By T. Upton, Li-Chun Lee-Thompson. Studies in Second Language Acquisition, 2001

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/677bc52c3e5055d2bc3e291d38147bac1101f49e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. Weir
2. Lawrence Jun Zhang
3. Toshihiko Shiotsu
4. Lin Sophie Teng
5. Aijiao Wu
6. (Mark) Feng Teng
7. T. Eckes
8. Christine Goh

In Language and Linguistics

1. C. Weir
2. Lawrence Jun Zhang
3. Lin Sophie Teng
4. R. Erlam
5. Aijiao Wu
6. T. Eckes
7. Christine Goh
8. (Mark) Feng Teng

In Literature and Literary Theory

1. C. Weir
2. Lawrence Jun Zhang
3. R. Erlam
4. Aijiao Wu
5. Christine Goh
6. Hossein Tavakoli
7. Donglan Zhang

Citations in the corpus

• Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues (2003, background): “Deplorably, research into Mainland Chinese EFL readers is sparse (cf. 309 Chem 1993; Haynes 1988; Haynes and Baker 1993; Li and Munby 1996; Tang 1997; Upton and Lee-Thompson 2001, whose subjects were in target-language contexts other than Mainland China itself).”
• The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance (2007, background): “As the contribution (albeit limited) of L1 reading is already well established and the nature of the relationship well covered in the L2 reading literature (see, e.g., Alderson, 2000; Grabe and Stoller, 2002; Lee and Schallert, 1997; Upton and Lee-Thompson, 2001; Urquhart and Weir, 1998; Yamashita, ”
• Research on good and poor reader characteristics: Implications for L2 reading research in China (2008, unknown): “Upton and Lee-Thompson (2001) asserted that L2 readers, more than doing mental translation, actively tap their mother tongue resources to help them " wrestle with and reflect on meaning as they read an L2 text " (p. 471).”