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Influence of Previous Literacy Experiences in the First Language (Catalan and/or Spanish) on Learning to Read in a Foreign Language (Standard Arabic)

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Publicado en:Education Sciences vol. 15, no. 9 (2025), p. 1232-1251
Autor principal: Ferrerós, Pagès Carla
Otros Autores: Stern, Taulats Anna
Publicado:
MDPI AG
Materias:
Self concept
Questionnaires
Morphology
Foreign language learning
Orthography
Phonology
Learning environment
Second language writing
Arabic language
Second language reading
Knowledge
Reading comprehension
Reading acquisition
Linguistics
Writing systems
Semantics
Language acquisition
Spanish language
Literacy
Writing
Second language learning
Native language
Social factors
Attitudes
Catalan language
Learning
Reading tests
Foreign languages
Competence
Adults
Perceptions
Reading Attitudes
Oral Language
Oral Reading
Literature Reviews
Morphemes
Graphemes
Elementary Education
Phonological Awareness
Indo European Languages
Adult Literacy
Alphabets
Grammar
Chinese
Language Research
Learning Processes
Metalinguistics
Native Speakers
Decoding (Reading)
Phonemes
Reading Ability
Acceso en línea:Citation/Abstract
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Resumen:Learning to read in a second language is conditioned by the linguistic characteristics of the L1 and L2 and their writing systems, and by the learning context and the circumstances of previous literacy experiences. The aim of the present study is to determine which factors most influence the literacy process in a foreign language that is typologically different and has a different writing system from that of the first language in adults (L1 = Catalan and/or Spanish; L2 = Standard Arabic). The results were obtained from reading tests and questionnaires administered to a group of A1 level learners of Arabic (n = 18) with L1 Catalan and/or Spanish. The results show that the morphological characteristics of Arabic, as well as its type of writing system and its non-transparent orthography, impact learners’ reading proficiency. Attitudes and prior experiences have an indirect influence on the L2 literacy process, since they are more closely related to learners’ self-perception of their reading proficiency, which in turn is linked to a poorer attitude towards social reading and towards second language study in general.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15091232
Fuente:Education Database