L1 Versus L2 Reading Time in Psycholinguistics

This literature review explores the difference in reading time between L1 and L2 readers in psycholinguistics. It discusses the importance of reading research, processing formulaic expressions in the mental lexicon, frequency versus mutual information as measurement in formulaic expression, literal meaning versus idiomatic meaning in formulaic expression, and written discourse versus spoken discourse in academic formula list. The review concludes that formulaic learning can help L2 students master language skills and gain confidence in communication.

RUNNING HEAD: L1 VERSUS L2 READING TIME IN PSYCHOLINGUISTICS
L1 VERSUS L2 READING TIME IN PSYCHOLINGUISTICS
Literature Review

In order to conduct a study in great detail and depth, it becomes pertinent to identify
relevant literature which can contribute efficiently towards the study. In order to conduct several
journals and books were referred from Google Scholar and University library. The selection
criterion for literature sources for the study was based on recent research that was from past 10
years having been undertaken. Moreover, books and journals which includes formulaic teaching
as a methods were selected for this purpose.
The importance of reading research cannot be overemphasized due to its difficulty. The
difference that exists between first-language (L1) and second-language (L2) readers appears in
linguistic and processing distinctions, individual and experimental distinctions and socio-
cultural and institutional distinctions. Most research has focused on children and students in the
age group 3 year old till the university level. Wang (2018) in his study of formulaic sequences
signaling discourse reveals that various skills have been considered as integral for the purpose of
reading comprehension. Some studies have been studied with different knowledge for
performing various tasks. There are others that emphasized the different abilities that are usually
part of literacy. Some studies focus on literacy, others explore the evolution of vocabulary,
others discover the role of a discreet organization and the structure of the text, while others insist
on the recognition of the word and readability students participated in the studies. Many social
and ethnic backgrounds provide various reasons and attitude to pronounce variables prevent the
promotion of research literature.
Processing Formulaic Expressions in the Mental Lexicon
As a first difference, most L1 students read, L1 students oral skills was studied for 4-5
years. In the United States in general, one starts reading at the age of 6 in the first year. During
this period, in particular, they have learned to develop the grammatical structure for L1. More
information the language is used up to 12 years, but most of the basic elements are already good
to learn the word. The 6 years are very different; however, the generally accepted range is
between 5,000 and 7,000 words. This means that 6 years of first grade are known. For 6,000
words, read the instructions, these act as language resources. It's not a big factor to recognize
ways it is different as the situation is basically contextualized with L2. Ellis and Simpson-Vlach
(2009) in their formulaic language in native speakers examines that unlike L1, there are many L2
students who learn almost simultaneously. They study over the mouth. Other L2 students,
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especially in academic schools, read the course and do not expect to increase the L2 speaker
capacity. It is true that the plan in some cases context L2 support oral L2 students to start
reading, but this motivation is very diverse and also controversial curriculum. In most cases,
grammar and vocabulary grammar exist from the beginning. Students in L2 mark the beginning
of another starting point with layer L1. The clear indication of this difference is L2. At the
beginning of L2 students, there are thousands of mental assisting resources. In L2 students
cannot combine words with their words as they know, orally, because they do not know the word
mouth. Conversation on L2 grammar and some building materials needs to be provided to them.
Thus, there arises a difference in reading speed between the native and non-native speakers in
the academic phrasal list orally.
Frequency versus Mutual Information (MI) as measurement in formulaic
expression
Students will hear and formulate text in L2 for more effective reading. Understand ways
many grammars and conversations are based. Learning will depend on what the students are
learning. Arguments are not made by L2 readers. They need grammar knowledge because they
are sometimes described in the L2 literature clearly wrong knowledge of the conversation can be
very important for students. Siyanova-Chanturia, Conklin and Schmitt (2011) provide that those
reading text at L2 and an employer, it is possible that the conversation company is clearly aware.
Sometimes, students can hear most of the vocabulary and understand the most important
terminology. But may not match specific development texts new information is being displayed
or argued. In some problems, L2 students may not fully understand general expectations (such as
magazines, biographies, summaries, reports, notes, deliveries). Students might know something
is wrong but they do not know what they are doing.
Literal Meaning Versus Idiomatic Meaning in Formulaic Expression
In the context of L2, the problems become more complicated. Students in L2 can go from
the context. Hopp (2010) in comparing performance similarities between non-native and native
speaker’s analyses, L2 students have more linguistic abilities, unlike most L1 readers who have
remarkable silent grammar ability when they start reading. Many L2 students were often more or
less successful (though others do not have skilled skills in L1). In the context of L2, research
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activities are wider L1 Questions from the working group. The effect of the transfer in different
capacities, different processes (for example. recognition, analysis, strategy) and other knowledge
resources (such as general information, updated information, and cultural information) leads to
greater complexity of the L2 context compared to bilingual children and student children L2 of
L1. In addition to the complexity of the L2 context had met logistic problems for larger attempts
because of many students. L2 students cannot follow for a long time period. In addition, a
continuous survey needs to be carried out. The L1 configuration is more common in the L2
configuration as less L2 read the researchers to do these projects. These factors make it possible
as it is difficult to formulate broader research generalities in the L2 context. Solid generalities
can only appear after reading L2 as L1 groups around the world L2 capabilities and socio-
cultural and institutional learning. In L2 special attention must be paid to problems that have a
qualitative difference in problems. L2 Students learn to improve their smart language skills at the
same time; they handle transitional effects and learn to use specific methods to L2. Resources
(for example translations, glossaries, bilingual dictionaries) other factors has to be provided to
the reader L2 as they begins to read L2 bilingual processing. It needs to supports the bilingual
system (L1 and L2 together) and not only on the L2 system. The L1 will never be completely far
off and reading L2 can be different from L1. This leads to a difference in reading speed between
the native and non-native speakers in the academic phrasal list in written form.
Conklin and Schmitt (2008) in their formulaic sequences examines the series of formulas
is an important part for almost all kinds of discussions. This is true in terms of scale as a search
indicates that it consists of at least one-third of the tongue characteristics. Although the
relationship affects registration and fashion of students. In addition, the formulas followed are
used in different type’s ways. They can be used to express a concept to save a person hit
someone because they grow old, report fact or advice suggest saving time ¼, preferably not late,
provide factual expressions that facilitate social interaction. Climate is a prominent way of
opening a conversation as the problem of discursive layout level, provides an alternative
perspective and a technical statement to process information. Most language studies of the
formula are made written language, but it is equally important, if not more, in a spoken language.
Canadian uses formulas of elements once every five years. It includes a sentence, which blends.
In addition, the formulas are particularly important for understanding the situation under extreme
weather conditions as part of its descriptive grammar, largely shows of the adjacent chain of
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formulas. In cases where 28% of the conversations were formed, interestingly, there are
indications that some lexical packets are common. Durrant and Schmitt (2009) examine to what
extent do native and non-native writers make use of collocations. Theoretical discussion such as
order series are much more than interconnected word strings. In fact, it is clearer most language
communication content is associated with these sentences and expression. They are often
associated with a more realistic meaning/activity; it gives them the meaning of
semantic/pragmatic utility differing number of repeated occurrences with the academic phrasal
expression list affect the reaction times for academic phrasal list . Besides that, based on the
observation repeated communication generally contain an adjacent common language because
the members of the linguistic community as, they work in as a fast and reliable way to achieve
the desired impact on communication. The differing number of repeated occurrences with the
academic phrasal expression list affects the reaction times for academic phrasal list makes
Formula teaching worth it as it is easy to master for L2 learners.
Written discourse versus spoken discourse in Academic Formula List
Language differences in two languages can be significant and this difference can affect
the L2 lessons if the students come from different classes L1 and L2. For example, L1 students
are romantic (eg Spanish, French, Italian, Portuguese) often point to the end Word because the
unit contains too much grammatical information. Hsu (2014) in his formulaic sequences list
provides that the language affected first. From the standpoint of socio-functional requirements
students are limited to simple combinations of grammar and vocabulary. The order of the
formulas used is highly harmonized students who are limited to student's mental vocabulary
which results in lower processing requirements and generates communication. The aim is to
promote the role of formal learning in language studies and teaches. The detailed formula
explains the role of the formula language. Programs needs to be aimed at providing the ability
find obstacles to unnecessary communication, decision making and strategy. Every week there
was assessment regarding skills and knowledge learned and applied. Vocational training is the
key to analyzing aid and capacity and capacity development. Readers in China and Japan use
great image processing English scanner as they spell L1. AlHassan (2018) describes that there
are also indications that these differences lead to a different value fast and clear word
programming, even if these things should be very specific do more research before they can be
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blamed for all effects. It is more likely that the context of L1 and L2 readers is compared.
Students work at different levels of education and for increasing academic performance, L2
supports a variety of students (and perhaps more than a conflict), a mixture of motivation to read
the text L2. Some of the different interests point to a variety of professional issues the goals of
long-term relationships at home and in communities that is being taught earlier. The difference
must be assessed in class through a simple overview of parents and companies. This information
helps to understand the strengths and weaknesses of the student’s superior to language analysis
and can increase efficiency. There are also special tips for reading and improving the challenges
of students. Wood (2015) states that given a few basic thoughts when reading L2, they often
combine the ability to learn past experience L1 and L2 and social differences between L1 and L2
L2 community. This experience gives an idea of how good the L2 reader can influence and
understand how they are like students and readers. Clear coverage student himself, emotional
reading, interest in reading and the desire to lose. It cannot be defended that it is not self-respect,
Emotional perspectives for discussions, focus on specific topics, and the desire to read and learn
from the text because they are important issues class.
Foster (2013) states that there are many differences between the context of reading L1
and L2 the complexity of understanding the value of L2. Students L2 and student groups are not
alone such as different student groups L1, but are included in the learning objectives these are
more complex than most L1 environments. Many of the assumptions that apply to read
instructions for L1 should be based on differences. There is no simple design as a teacher; the
lesson must be adapted to all L2 contexts. It is also it is clear that a strategy or a set of standard
methods cannot be proposed. If there is a lesson that has been identified in the last decade
Reading L2 requires that the L2 reader is not just a reader, Unlike the L1 reader. Instead, this is
presented by the current L2 study. An L2 reader is a person that includes L1 and L2, as well as
the ability to read and write. This view opens a more detailed study of L2, as the role of transfer,
development, and use of an L1 bilingual lexicon and the greatest impact of L2 knowledge while
the L2 player changes. One needs to be informed with many possible differences between L1 and
L2 students can help us understand the meaning of reading and research gives a lot of statements
on effective reading instructions by identifying specific requirements for reading L2 and testing
relevant data protect our class. Classrooms must be used, and our students as a forum for
meaningful time-based research. The right class often offers the best context for research
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learning the problem is important for effective learning. L2 students is bound to face challenges
as compared to L1 students as their native tongue is not English. There will be challenges in
learning of words and key phrases. Formulaic learning can help them conquer skills and gain
sufficient knowledge for the purpose of gaining insight into speaking and writing. Teachers can
adopt formulaic expressions for the purpose of teaching L2 students master language skills and
gain confidence in communication. Adding to experiences in their learning might ease the entire
process of learning and lead them towards a new learning sphere altogether. Efforts has to be
undertaken such that maximum number of words and phrases can be learnt and mastered.
References
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AlHassan, L. (2018). An Empirical Investigation of the Role of Formulaic Sequences in
Upgrading EAP Students’ Academic Writing Skills (Doctoral dissertation, Carleton
University). Accessed from https://curve.carleton.ca/ea47805d-9c33-4cef-985a-
2618d1ea60b0
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than
nonformulaic language by native and nonnative speakers?. Applied linguistics, 29(1), 72-
89. Accessed from https://academic.oup.com/applij/article-abstract/29/1/72/258919
Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of
collocations?. IRAL-International Review of Applied Linguistics in Language
Teaching, 47(2), 157-177. Accessed from
https://www.degruyter.com/view/j/iral.2009.47.issue-2/iral.2009.007/iral.2009.007.xml
Ellis, N. C., & Simpson-Vlach, R. (2009). Formulaic language in native speakers: Triangulating
psycholinguistics, corpus linguistics, and education. Corpus Linguistics and Linguistic
Theory, 5(1), 61-78. Accessed from https://www.degruyter.com/view/j/cllt.2009.5.issue-
1/cllt.2009.003/cllt.2009.003.xml
Foster, P. (2013). Rules and routines: A consideration of their role in the task-based language
production of native and non-native speakers. In Researching pedagogic tasks (pp. 85-
104). Routledge. Accessed from
https://www.taylorfrancis.com/books/e/9781317876359/chapters/10.4324%2F978131583
8267-11
Hopp, H. (2010). Ultimate attainment in L2 inflection: Performance similarities between non-
native and native speakers. Lingua, 120(4), 901-931. Accessed from
https://www.sciencedirect.com/science/article/pii/S0024384109001715
Hsu, W. (2014). A Formulaic Sequences List for Prospective EFL Business Postgraduates. The
Asian ESP Journal, 114. Accessed from
https://www.asian-esp-journal.com/wp-content/uploads/2015/10/AESPJ-volume1-issue2-
December-2014-new.pdf#page=114
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Siyanova-Chanturia, A., Conklin, K., & Schmitt, N. (2011). Adding more fuel to the fire: An
eye-tracking study of idiom processing by native and non-native speakers. Second
Language Research, 27(2), 251-272. Accessed from
http://journals.sagepub.com/doi/abs/10.1177/0267658310382068
Wang, Y. (2018). Formulaic sequences signalling discourse organisation in ELF academic
lectures: a disciplinary perspective. Journal of English as a Lingua Franca, 7(2), 355-
376. Accessed from https://www.degruyter.com/view/j/jelf.2018.7.issue-2/jelf-2018-
0017/jelf-2018-0017.xml
Wood, D. (2015). Fundamentals of formulaic language: An introduction. Bloomsbury
Publishing. Accessed from https://books.google.co.in/books?
hl=en&lr=&id=Lo96CgAAQBAJ&oi=fnd&pg=PP1&dq=differing+number+of+repeated
+occurrences+with+the+academic+phrasal+expression+list+affect+the+reaction+times+f
or+academic+phrasal+list+
(Formula+teaching+worth&ots=hJw11ynLtN&sig=ERoJv8WvDiHBZJ6R7Zwi2mW-
tkA
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