Reading Comprehension Problems in Second Language Learners

Abstract

The state of affairs concerning acquisition processes in reading in a second language (L2) is far from clear-cut. It is unclear what effect the linguistic and sociocultural characteristics of L2 learners have on the course of reading processes. From a linguistic point of view, two types of learning problems can be observed: interlingual and intra-lingual learning problems. Interlingual learning problems are caused by mother tongue influence; intralingual learning problems are caused by the structure of the second language. Traditionally, L2 learning problems were defined in terms of mother tongue interference. A contrastive analysis of similarities and differences which exist between two or more languages was taken as a starting point for the interpretation of L2 learning problems. However, the debate on the role of interference in L2 reading is far from conclusive (cf. Harris, 1992). In many cases L2 learning problems can be termed intralingual in that these relate to a specific interpretation of the target language.