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master's thesis
Metacomprehension in L1 and L2 Reading
Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2023. urn:nbn:hr:131:170556
Dražić, Lana Ema
University of Zagreb
Faculty of Humanities and Social Sciences
Department of English language and literature

Institutional repository: ODRAZ

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Dražić, L. E. (2023). Metacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:170556

Dražić, Lana Ema. "Metacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2023. https://urn.nsk.hr/urn:nbn:hr:131:170556

Dražić, Lana Ema. "Metacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2023. https://urn.nsk.hr/urn:nbn:hr:131:170556

Dražić, L. E. (2023). 'Metacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 26 June 2024, https://urn.nsk.hr/urn:nbn:hr:131:170556

Dražić LE. Metacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2023 [cited 2024 June 26] Available at: https://urn.nsk.hr/urn:nbn:hr:131:170556

L. E. Dražić, "Metacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2023. Available at: https://urn.nsk.hr/urn:nbn:hr:131:170556

Metadata
TitleMetacomprehension in L1 and L2 Reading : Examining the Relationship between Vocabulary Knowledge, Comprehension Monitoring and Reading Comprehension
Title (croatian)Metarazumijevanje u čitanju na materinjem i stranom jeziku : Istraživanje odnosa između bogatstva rječnika, nadgledanja razumijevanja i razumijevanja pročitanog teksta
AuthorLana Ema Dražić
MentorRenata Geld (mentor)
Committee memberStela Letica Krevelj (predsjednik povjerenstva)
Committee memberJasenka Čengić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of English language and literature)
Zagreb
Defense date and country2023-09-28, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Interdisciplinary Humanistic Studies
Teaching Methods in the Humanistic Sciences
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
The present paper analyzes the relationships between vocabulary knowledge, metacognitive monitoring and reading comprehension in L1 and L2 reading in upper elementary school. The relationship between vocabulary knowledge and reading comprehension is presented through the Construction-Integration model of reading developed by Walter Kintsch. The analysis emphasizes vocabulary knowledge as the most important element of L2 reading for this age group. The relationship between vocabulary knowledge and metacognitive monitoring is explored through the measures of resolution and calibration, and the results are fitted into the wider context of research on metacognitive knowledge and control. The results support metacognitive word awareness as an important element of vocabulary learning. Statistically significant differences in bias are found between top and bottom quartile of students according to their vocabulary tests scores. The top quartile shows underconfidence and bottom quartile overconfidence in both the 5th and 8th grades. In the discussion of the relationship between metacognitive monitoring and reading comprehension, error detection is emphasized. The importance of simplifying text language in order for error detection skills to emerge in L2 reading of fifth-grade students is found. A developmental line in comprehension monitoring, according to which these skills first emerge in L1 and then transfer to L2, is also found. In both languages, the first to emerge are local metacomprehension skills, followed by global ones. Finally, a question whether L2 reading is a language problem or a reading problem is discussed, with the results firmly supporting the language threshold hypothesis. Educational implications are discussed throughout the paper.
Abstract (croatian)
U radu se analiziraju odnosi između bogatstva rječnika, nadgledanja razumijevanja i razumijevanja pročitanog teksta na materinjem i stranom jeziku u višim razredima osnovne škole. Odnos između bogatstva rječnika i razumijevanja pročitanoga teksta prezentiran je kroz konstrukcijsko-integracijski model čitanja Waltera Kintscha. Bogatstvo rječnika naglašeno je kao najvažniji element čitanja na stranom jeziku za ovu dobnu skupinu. Odnos između bogatstva rječnika i nadgledanja razumijevanja istražen je kroz mjere rezolucije i kalibracije, a rezultati su uklopljeni u širi kontekst istraživanja koji uključuje metakognitivno znanje i kontrolu. Metakognitivna svijest o riječi ističe se kao važan element usvajanja i učenja rječnika. Nađene su statistički značajne razlike u pristranosti između gornje i donje četvrtine učenika podijeljenih prema rezultatima na testu znanja rječnika. Gornja četvrtina pokazuje prenisku samouvjerenost, dok donja četvrtina pokazuje pretjeranu samouvjerenost i u petom i u osmom razredu. U raspravi o odnosu između nadgledanja razumijevanja i razumijevanja pročitanog teksta posebni naglasak stavljen je na otkrivanje pogrešaka. Rezultati upućuju na važnost pojednostavljivanja jezika teksta kako bi učenici petog razreda mogli upotrijebiti svoje vještine pronalaženja pogreške prilikom čitanja na stranom jeziku. Uočena je razvojna linija nadgledanja razumijevanja, koje se javlja prvo na materinjem jeziku, a potom transferira na strani jezik. U oba jezika, prvo se javljaju lokalne vještine nadgledanja razumijevanja pa potom globalne. Na pitanje je li čitanje na stranom jeziku problem jezika ili problem čitanja, rezultati daju čvrstu potporu hipotezi jezičnog praga. Raspravljaju se obrazovne implikacije ključnih rezultata.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:131:170556
Study programmeTitle: English Language and Literature (double major); specializations in: Linguistics, Literature and Culture, Translation, TEFL
Course: TEFL
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2023-10-05 20:38:43