READING COMPETENCE IN THE SECOND FOREIGN LANGUAGE AND ITS MEASUREMENT
Mária Horníčková
Constantine the Philosopher University in Nitra, Slovakia
Constantine the Philosopher University in Nitra, Slovakia
Abstract
Reading competence in a foreign language is manifested in a transformational experience influencing the individual’s thinking and cognitive process. New words, meanings and language structures support existing knowledge, thereby stimulating cognitive processes that support textual reading comprehension and the processes of metacognitive activity. When working with a text, not only a complex of cognitive and metacognitive processes is involved, but also phenomena at the affective and social level. The way to measure these dimensions is a constant controversy. The study conceives current trends in the research of reading competence in a second foreign language (also called additional language, for example French and German taught in the Slovak school system) and its measurement with respect to the text comprehension. Its focus relies on the method of assessing reading competence using the Schulz method, suitably supplemented by a questionnaire of reflective and self-reflective kind drawing on students’ reading strategies and preferences. The aim of the study is to analyse suitable methods for assessing students’ reading competence in a second foreign language and to define indicators of reading comprehension quality.
Keywords: Reading competence; Second foreign language; Comprehension; Measurement; Schulz Method.
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How to cite this article: Horníčková, M., & Stranovská, E. (2022). Reading competence in the second foreign language and its measurement. Journal of Linguistic and Intercultural Education – JoLIE, 15(3), 141-152. doi: https://doi.org/10.29302/jolie.2022.15.3.9
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