ABSTRACT

Being able to read and write in English as a second language (L2) in the globalized world has been increasingly considered important to gain greater personal, academic, and business achievement. This study investigates English (L2) reading and writing abilities in relation to first language (L1) reading and writing abilities, L2 vocabulary knowledge, and L2 educational backgrounds. The L1-L2 reading and writing relationships were examined in terms of the linguistic threshold and linguistic interdependence hypotheses. Data from 108 undergraduate students who learned English in South Korea were analyzed using a path analysis. Results indicated that L2 vocabulary knowledge was the most important predictor of both L2 reading and writing. L1 reading scores predicted L2 reading scores, which supports the linguistic interdependence hypothesis. A positive relationship between L1 and L2 writing was found for L2 learners with greater L2 vocabulary knowledge, supporting the linguistic threshold hypothesis. L2 educational backgrounds were also found important, such that time living in an L2-speaking country was related to better understanding L2 reading passages, while test familiarity was associated with better L2 writing performance. The findings provide a more comprehensive understanding of L2 reading and writing abilities in relation to their relevant skills and educational backgrounds.

摘要

在全球化的世界中，能够以英语作为第二语言 (L2) 进行读写越来越被认为对于获得更大的个人、学术和商业成就非常重要。本研究调查了英语 (L2) 阅读和写作能力与第一语言 (L1) 阅读和写作能力、L2 词汇知识和 L2 教育背景之间的关系。L1-L2 读写关系根据语言阈值和语言相互依赖假设进行了检验。使用路径分析分析了 108 名在韩国学习英语的本科生的数据。结果表明，二语词汇知识是二语阅读和写作最重要的预测因子。L1 阅读分数预测 L2 阅读分数，这支持了语言相互依赖假设。对于具有更多二语词汇知识的二语学习者，发现二语写作与二语写作之间存在正相关关系，这支持了语言阈值假设。L2 教育背景也很重要，例如在 L2 国家的生活时间与更好地理解 L2 阅读文章有关，而测试熟悉度与更好的 L2 写作表现有关。研究结果提供了对与其相关技能和教育背景相关的二语阅读和写作能力的更全面的理解。因此，在说二语的国家生活的时间与更好地理解二语阅读文章有关，而测试熟悉度与更好的二语写作表现相关。研究结果提供了对与其相关技能和教育背景相关的二语阅读和写作能力的更全面的理解。因此，在说二语的国家生活的时间与更好地理解二语阅读文章有关，而测试熟悉度与更好的二语写作表现相关。研究结果提供了对与其相关技能和教育背景相关的二语阅读和写作能力的更全面的理解。