L1 Versus L2 Reading Time in Psycholinguistics

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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