Tid: Torsdagen 5 maj kl. 15-17
Plats: C307

Postseminarium med förfriskningar äger rum direkt efter seminariet i institutionens pentry.

Abstract
Quite broadly, Swedish undergraduate university students have relatively high proficiency in English, but often find it a challenge to read textbooks in English within courses taught in Swedish. The research described here compares Swedish and British first-year students of biology in terms of scores on conventional reading comprehension tests and vocabulary measures. Those who scored well-within the L1 reading comprehension range, about 25%, were then compared with the L1 readers on several RT tests (word recognition and sentence verification).

The findings could be summarized by saying that while a quarter of Swedes scored within the core British range on reading comprehension (most of those who scored below that range did so mainly because they read more slowly than the British participants), these L2 readers could be distinguished from the L1 readers on the basis of the coefficient of variation scores of the RT tests.

In line with the model of Michel Paradis (2004, 2009), the 'native-like' L2 readers showed greater coefficients of variation on several of our RT tests, indicating that there may be a difference in processing (procedural vs. declarative) between the L1 readers and the most fluent L2 readers.

An answer to the question of whether the fluent L2 readers are native-like would seem to be yes and no: 'Yes' in terms of comprehension product, but perhaps 'No' in terms of degree of proceduralizaton.

Currently we are seeking to extend this type of investigation to listening skills, where reaction times seem likely to be even more important.

Hjärtligt välkomna!

Ljuba Veselinova