First‐and Second‐Language Reading Comprehension of Literary Texts

Abstract

This study compared the English and French reading comprehension and inferencing skills of U.S. college students enrolled in an introductory French literature course. Participants each read two different texts—one in English and the other in French—by the same 18th‐century author, recalled them in writing, and did a multiple‐choice task on selected literary features, followed by a character analysis task. In the first phase of data analysis, quantitative measures were used to examine the amount of text accurately recalled in first language (L1) versus second language (L2), the relationship between recall and inferencing scores, and the relative contribution of L2 proficiency scores and L1 scores to L2 scores. Responses to the multiple‐choice task were also examined across languages; those findings are also reported. The results revealed more accurate recall of L1 than L2 texts, but L1 scores were found to be a significant predictor of L2 recall and of L2 multiple‐choice scores. No significant relationships were found between recall and multiple‐choice scores, or between L2 proficiency and L2 recall scores. Analyses revealed that L1 scores contributed more to L2 performance than did L2 proficiency. Multiple‐choice responses were more similar than different across languages. It is therefore important for researchers and instructors to consider and assess the L1 reading skills and knowledge sources of students enrolled in foreign language literature courses.

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