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The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners

This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental-structure building, L1 cognitive use in L2 reading, and other related cognitive mechanisms and capacities of EFL learners in China. It integrated test-based and product-oriented as well as VPA-based (verbal protocol analysis) and process-oriented experiments to address the problems of reading in a second language. This book provides several theoretical, methodological and pedagogical insights, including the multidimensional nature of L2 reading and Vygotskyan sociocultural theory as a suitable L2 reading framework, combined approaches on L2 studies, and the rewarding active use of L1 cognitive resources in L2 learning.

This close relationship between use of cognitive and metacognitive strategy and
L2 proficiency has also been identified in other studies (Block, 1992; Carrell et al.
, 1998; Yang & Zhang, 2002). These differences in Chinese use in L2 reading
might be closely related to the way subjects were taught in China. Some English
teachers simply translate English words, phrases, sentences, or even the whole
text into Chinese in order to facilitate students' comprehension. They get used to
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