Papers by Cindy Brantmeier
Because of the interactive nature of variables involved in reading a second language text, an att... more Because of the interactive nature of variables involved in reading a second language text, an attempt to evaluate different studies that examine L2 strategies in terms of their generalizability is necessary. This article highlights some L2 reading strategy investigations in order to illuminate the disparities in research methods utilized across studies that are conducted with participants beyond the elementary school grade levels. It includes an extended discussion of some relevant research and provides tables to visually display the variations. Because of the highlighted differences in the database of research it is difficult to formulate generalizations, thereby limiting the instructional implications. Suggestions for future research are also provided.
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.
Reading in a foreign language, 2014
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.
Reading in a foreign language, 2019
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.
Hispania, 2019
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.
System, 2019
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.
Reading in a Foreign Language, Oct 1, 2014
With 97 learners in an advanced Spanish course, the study examines the effects of textual enhance... more With 97 learners in an advanced Spanish course, the study examines the effects of textual enhancement adjuncts, prior subject knowledge, first language (L1) reading ability, and second language (L2) Spanish proficiency on L2 comprehension of scientific passages. Readings included two texts with two types of embedded questions: a pause or written answer. MANOVA was used to examine the main effects and interaction of textual enhancement adjuncts on three types of comprehension tasks. Findings revealed that embedded questions did not assist L2 readers to comprehend better. The effect of embedded questions on comprehension was not moderated by L1 reading ability, L2 overall proficiency nor by prior subject knowledge. Although prior subject knowledge and L1 reading comprehension were positively related to comprehension, the use of textual enhancements did not compensate for weaknesses. This study provided evidence that, with advanced L2 learners, embedded questions do not aid L2 reading comprehension.
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. ...
Foreign Language Annals, 2016
With 24 adolescent students enrolled in a French language summer camp, the present study examines... more With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self-assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self-assessment was measured through a criterion-referenced self-assessment questionnaire (Brantmeier, Vanderplank, & Strube, 2012). Oral production was examined with a structured oral interview that involved recording students for four minutes while they described four images (Llanes & Muñoz, 2009). The recording was coded on measures including words per minute, silent pauses per minute, and longest fluent run (Llanes & Muñoz, 2009). Findings demonstrated significant improvement in oral production. Self-assessment measures and performance on posttest measures for oral production were significantly correlated. Upon arrival at camp this was not true, which may indicate that students who were unable to assess their French abilities at the beginning of camp were better able to assess their abilities following the program. Results have strong pedagogical implications, as self-assessment may serve as a metacognitive tool for students to learn to self-diagnose strengths and weaknesses, which may help instructors account for individual learner
Geeslin/The Handbook of Spanish Second Language Acquisition, 2013
Hispania, 2013
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.
Language Teaching Research, 2008
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 ...
System, 2013
Reading comprehension techniques, specifically inserted adjunct questions, for second language (L... more Reading comprehension techniques, specifically inserted adjunct questions, for second language (L2) learners have not been investigated extensively, but the extant research has produced mixed results. Specifically, in some studies adjunct questions have had no effect, whereas in other studies adjunct questions have proven beneficial. The present study, therefore, attempted to reconcile the differences by clarifying instructions (to write the responses to the questions) and utilizing intermediate-level Spanish students (rather than advanced). Ninety-six intermediate Spanish students read two texts and answered either targeted segment questions ("what" questions), elaborative interrogation questions ("why" questions), or did not answer questions. Finally, a free recall task and multiple choice questions were administered. The targeted segment questions resulted in decreased performance on the recall task for both passages and had no effect on the multiple choice questions. The elaborative interrogation questions appeared to negatively affect recall, but the decrease was not significant. There was also no effect on multiple choice questions. The results of this study indicate that inserted adjunct questions are not beneficial for intermediate learners of Spanish reading an L2 text.
Hispania, 2003
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 ...
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Papers by Cindy Brantmeier