The role of anxiety has primarily been examined at the introductory levels in oral, communicative... more The role of anxiety has primarily been examined at the introductory levels in oral, communicative situations (Saito, Horwitz, & Garza, 1999), however the role of affect in L2 reading is yet to be fully understood (Bernhardt, 2003). With 92 university students enrolled in an advanced level Spanish grammar and composition course, the present study addresses whether the following exists: (1) anxiety about L2 reading as a separate phenomenon from other language skills, (2) anxiety about performance variables involved after L2 reading: oral and written tasks, and (3) a relationship between reading anxiety and comprehension. Results indicate that at the advanced level of language instruction learners generally do not feel anxious about reading in a second language. Students reported being most anxious about speaking, then writing, and equally anxious (low) about listening and reading. Finally, learners were more anxious about post-L2 reading tasks (both oral and written) then the act of r...
The Reading Matrix : an International Online Journal, 2014
Mastery of English in China has gathered increased prominence due to the need to foster cultural,... more Mastery of English in China has gathered increased prominence due to the need to foster cultural, political, and economic connections worldwide. Reading is an obvious skill of vital importance for advancing efforts as a player in the world economy. The present article examines research published in academic journals in Chinese and English to specifically explore the variables investigated and underscore the directions of future research. Through the detailed summary, the authors assert that more research should examine the effects of passage content, topic familiarity, and metacognition and offer corresponding implications for reading material developers and test constructors in China.
Written recall may be a powerful tool used to address reading deficiencies in China. With 180 stu... more Written recall may be a powerful tool used to address reading deficiencies in China. With 180 students enrolled in a third-year English class at a large university in northeastern China, the present investigation studies the relationship between pausal and idea units used to codify written recalls, and it investigates whether the strength of the relationship between pausal and idea units depends on other variables, such as length of time spent studying English, the amount of leisure reading done in English, or the version of passage. Findings indicate a strong correlation between idea units and pausal units for written recalls. This correlation underscores prior findings by Bernhardt (1991), and it reveals that the strength of the relationship between pausal and idea units does not depend on the moderating variables examined. Results are discussed in light of prior research and a detailed discussion of future directions for experiments of this type is offered.
Recent research on the relationship between reading and writing in foreign language (FL) context ... more Recent research on the relationship between reading and writing in foreign language (FL) context is limited. However, an examination of the issue is critical for FL literacy curriculum design. The present study, contextualized in an English as a foreign language (EFL) test preparation program in China, explores the reading-writing relationship by examining two factors important for FL literacy acquisition: genre and level of language instruction. Findings revealed that level of instruction significantly moderated the relationship between reading and persuasive writing, but not descriptive writing. Regardless of level of language instruction, reading comprehension was a significant predictor of descriptive writing performance. A discussion of a curriculum that views reading and writing as complementary dimensions of language learning is offered.
The ratio of women to men is 4 to 1 in beginning university Spanish courses, and this gap widens ... more The ratio of women to men is 4 to 1 in beginning university Spanish courses, and this gap widens the higher the level of instruction (Chavez 2001). Prior experiments on reading in Spanish show that the interaction of readers' gender and passage content plays a significant role with learners at the intermediate levels, but not at advanced levels of instruction (Brantmeier 2006). The present study re-examines data (Brantmeier, Vanderplank, & Strube 2012), that did not consider gender and only included measures of achievement from an advanced course at the onset of the Spanish major, in order to answer new research questions about the evolution of L2 vocabulary knowledge, L2 grammar knowledge, and L2 reading comprehension. The current study investigates relationships among these factors with 235 university-level learners of Spanish. Using self-reported gender and an online placement test, results of the MANOVA and ANOVA analyses indicated a significant multivariate effect for all three dependent variables as a group (F > 10.0; p < 0.001), which demonstrates a significant difference in performance outcomes for all three skills depending upon both the level and gender of the participant. No significant interaction was found among level and gender. Females consistently scored slightly higher than males across all three levels with most abilities, and more advanced levels of instruction outscored lower levels of instruction. Overall, the study shows that proficiency appears to the main factor influencing growth in the three measures, with gender having a very small, but constant effect.
Abstract A growing number of studies have examined self-assessment (SA) of language abilities; ho... more Abstract A growing number of studies have examined self-assessment (SA) of language abilities; however, SA has not been investigated extensively in the context of language teaching and learning in China. This study aims to explore SA of reading and writing abilities among young Chinese learners of English, and the relationship between SA and objective tests of reading and writing. 106 Chinese learners of English (ages 12 to 14) completed a Reading Comprehension Test (captured by Free Recall, Sentence Completion, and Multiple-Choice Questions), a Writing Task (a picture-based writing prompt), and criterion-referenced SA Items. Correlational analyses revealed a significant correlation between scores of SA reading and reading comprehension. The correlation between scores of SA writing and writing production was also found to be significant. Findings indicate that young learners tend to self-assess their foreign language reading and writing abilities accurately. Findings add some empirical information useful for a better understanding of the trajectories of SA with young learners. Young learners’ self-perceived strengths and weaknesses in reading and writing abilities are presented. The potential to use SA as a tool to promote foreign language instruction for young learners is explored.
Reading Matrix an International Online Journal, Sep 1, 2012
This paper examines the role of technology in the professional development of teaching assistants... more This paper examines the role of technology in the professional development of teaching assistants, and specifically, it addresses how applications of technology to teaching can provide continuity for the L2 curriculum beyond the basic levels. After a discussion about the importance of grounding instructional practice in research and theory, the article highlights two different technology-based projects created by teaching assistants who were enrolled in a second language acquisition and technology course. The authors offer details about the activities along with corresponding research and theory.
Gender Perspectives on Vocabulary in Foreign and Second Languages, 2010
... More Than Words: Inferential and Incorrect Units Recalled. Autores: Cindy Brantmeier; Localiz... more ... More Than Words: Inferential and Incorrect Units Recalled. Autores: Cindy Brantmeier; Localización: Gender perspectives on vocabulary in foreign and second languages / coord. por Rosa María Jiménez Catalán Árbol académico , 2010, ISBN 978-0-230-23262-4 , págs. 23-43. ...
ABSTRACT The present study utilizes readings taken from texts in social psychology to examine the... more ABSTRACT The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded “what” questions and elaborative “why” questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without the adjuncts, and then completed a written recall, multiple choice items, and a topic familiarity inventory. Results revealed significant effects of gender and question type for wriftten recall with passage one, which was about first impressions and schemas. Females outscored males with the inserted “why” questions and males outscored females with the inserted “what” questions. No significant effects by gender and embedded questions were found with recall for passage two, concerning implicit personality theory and attribution theory. Additionally, no gender differences were found for the interaction of gender and embedded question type for multiple choice items across both passages. Results are discussed in light of previous research that reports females outperform males on recall tasks for L2 reading. Instructional implications along with suggestions for more research of this nature are offered.
Delving into issues concerning advanced language capabilities is not an easy task. This well-craf... more Delving into issues concerning advanced language capabilities is not an easy task. This well-crafted volume entitled Educating for Advanced Foreign Lan-guage Capacities relies on both theoretical and applied linguistics as it treats timely issues regarding advanced ...
At the university, the reading of lengthy, authentic second language (L2) literary texts generall... more At the university, the reading of lengthy, authentic second language (L2) literary texts generally begins at the intermediate level of Spanish language instruction; however, most strategy use research is conducted with participants from the basic stages of language ...
The role of anxiety has primarily been examined at the introductory levels in oral, communicative... more The role of anxiety has primarily been examined at the introductory levels in oral, communicative situations (Saito, Horwitz, & Garza, 1999), however the role of affect in L2 reading is yet to be fully understood (Bernhardt, 2003). With 92 university students enrolled in an advanced level Spanish grammar and composition course, the present study addresses whether the following exists: (1) anxiety about L2 reading as a separate phenomenon from other language skills, (2) anxiety about performance variables involved after L2 reading: oral and written tasks, and (3) a relationship between reading anxiety and comprehension. Results indicate that at the advanced level of language instruction learners generally do not feel anxious about reading in a second language. Students reported being most anxious about speaking, then writing, and equally anxious (low) about listening and reading. Finally, learners were more anxious about post-L2 reading tasks (both oral and written) then the act of r...
The Reading Matrix : an International Online Journal, 2014
Mastery of English in China has gathered increased prominence due to the need to foster cultural,... more Mastery of English in China has gathered increased prominence due to the need to foster cultural, political, and economic connections worldwide. Reading is an obvious skill of vital importance for advancing efforts as a player in the world economy. The present article examines research published in academic journals in Chinese and English to specifically explore the variables investigated and underscore the directions of future research. Through the detailed summary, the authors assert that more research should examine the effects of passage content, topic familiarity, and metacognition and offer corresponding implications for reading material developers and test constructors in China.
Written recall may be a powerful tool used to address reading deficiencies in China. With 180 stu... more Written recall may be a powerful tool used to address reading deficiencies in China. With 180 students enrolled in a third-year English class at a large university in northeastern China, the present investigation studies the relationship between pausal and idea units used to codify written recalls, and it investigates whether the strength of the relationship between pausal and idea units depends on other variables, such as length of time spent studying English, the amount of leisure reading done in English, or the version of passage. Findings indicate a strong correlation between idea units and pausal units for written recalls. This correlation underscores prior findings by Bernhardt (1991), and it reveals that the strength of the relationship between pausal and idea units does not depend on the moderating variables examined. Results are discussed in light of prior research and a detailed discussion of future directions for experiments of this type is offered.
Recent research on the relationship between reading and writing in foreign language (FL) context ... more Recent research on the relationship between reading and writing in foreign language (FL) context is limited. However, an examination of the issue is critical for FL literacy curriculum design. The present study, contextualized in an English as a foreign language (EFL) test preparation program in China, explores the reading-writing relationship by examining two factors important for FL literacy acquisition: genre and level of language instruction. Findings revealed that level of instruction significantly moderated the relationship between reading and persuasive writing, but not descriptive writing. Regardless of level of language instruction, reading comprehension was a significant predictor of descriptive writing performance. A discussion of a curriculum that views reading and writing as complementary dimensions of language learning is offered.
The ratio of women to men is 4 to 1 in beginning university Spanish courses, and this gap widens ... more The ratio of women to men is 4 to 1 in beginning university Spanish courses, and this gap widens the higher the level of instruction (Chavez 2001). Prior experiments on reading in Spanish show that the interaction of readers' gender and passage content plays a significant role with learners at the intermediate levels, but not at advanced levels of instruction (Brantmeier 2006). The present study re-examines data (Brantmeier, Vanderplank, & Strube 2012), that did not consider gender and only included measures of achievement from an advanced course at the onset of the Spanish major, in order to answer new research questions about the evolution of L2 vocabulary knowledge, L2 grammar knowledge, and L2 reading comprehension. The current study investigates relationships among these factors with 235 university-level learners of Spanish. Using self-reported gender and an online placement test, results of the MANOVA and ANOVA analyses indicated a significant multivariate effect for all three dependent variables as a group (F > 10.0; p < 0.001), which demonstrates a significant difference in performance outcomes for all three skills depending upon both the level and gender of the participant. No significant interaction was found among level and gender. Females consistently scored slightly higher than males across all three levels with most abilities, and more advanced levels of instruction outscored lower levels of instruction. Overall, the study shows that proficiency appears to the main factor influencing growth in the three measures, with gender having a very small, but constant effect.
Abstract A growing number of studies have examined self-assessment (SA) of language abilities; ho... more Abstract A growing number of studies have examined self-assessment (SA) of language abilities; however, SA has not been investigated extensively in the context of language teaching and learning in China. This study aims to explore SA of reading and writing abilities among young Chinese learners of English, and the relationship between SA and objective tests of reading and writing. 106 Chinese learners of English (ages 12 to 14) completed a Reading Comprehension Test (captured by Free Recall, Sentence Completion, and Multiple-Choice Questions), a Writing Task (a picture-based writing prompt), and criterion-referenced SA Items. Correlational analyses revealed a significant correlation between scores of SA reading and reading comprehension. The correlation between scores of SA writing and writing production was also found to be significant. Findings indicate that young learners tend to self-assess their foreign language reading and writing abilities accurately. Findings add some empirical information useful for a better understanding of the trajectories of SA with young learners. Young learners’ self-perceived strengths and weaknesses in reading and writing abilities are presented. The potential to use SA as a tool to promote foreign language instruction for young learners is explored.
Reading Matrix an International Online Journal, Sep 1, 2012
This paper examines the role of technology in the professional development of teaching assistants... more This paper examines the role of technology in the professional development of teaching assistants, and specifically, it addresses how applications of technology to teaching can provide continuity for the L2 curriculum beyond the basic levels. After a discussion about the importance of grounding instructional practice in research and theory, the article highlights two different technology-based projects created by teaching assistants who were enrolled in a second language acquisition and technology course. The authors offer details about the activities along with corresponding research and theory.
Gender Perspectives on Vocabulary in Foreign and Second Languages, 2010
... More Than Words: Inferential and Incorrect Units Recalled. Autores: Cindy Brantmeier; Localiz... more ... More Than Words: Inferential and Incorrect Units Recalled. Autores: Cindy Brantmeier; Localización: Gender perspectives on vocabulary in foreign and second languages / coord. por Rosa María Jiménez Catalán Árbol académico , 2010, ISBN 978-0-230-23262-4 , págs. 23-43. ...
ABSTRACT The present study utilizes readings taken from texts in social psychology to examine the... more ABSTRACT The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded “what” questions and elaborative “why” questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without the adjuncts, and then completed a written recall, multiple choice items, and a topic familiarity inventory. Results revealed significant effects of gender and question type for wriftten recall with passage one, which was about first impressions and schemas. Females outscored males with the inserted “why” questions and males outscored females with the inserted “what” questions. No significant effects by gender and embedded questions were found with recall for passage two, concerning implicit personality theory and attribution theory. Additionally, no gender differences were found for the interaction of gender and embedded question type for multiple choice items across both passages. Results are discussed in light of previous research that reports females outperform males on recall tasks for L2 reading. Instructional implications along with suggestions for more research of this nature are offered.
Delving into issues concerning advanced language capabilities is not an easy task. This well-craf... more Delving into issues concerning advanced language capabilities is not an easy task. This well-crafted volume entitled Educating for Advanced Foreign Lan-guage Capacities relies on both theoretical and applied linguistics as it treats timely issues regarding advanced ...
At the university, the reading of lengthy, authentic second language (L2) literary texts generall... more At the university, the reading of lengthy, authentic second language (L2) literary texts generally begins at the intermediate level of Spanish language instruction; however, most strategy use research is conducted with participants from the basic stages of language ...
Uploads
Papers by Cindy Brantmeier