II - INTERACTIVE APPROACHES TO SECOND LANGUAGE READING – THEORY

Summary

The chapters in this section present and discuss the implications of interactive models of second language reading from theoretical perspectives. The chapter by Carrell and Eisterhold pursues the implications of an interactive view of the relation between reader and text for second language readers, especially in the context of second language readers coping with culture-specific texts for which they need to possess and activate the appropriate culture-specific schemata.

The chapter by Eskey emphasizes the particular importance of the need for adequate decoding skills in second language reading. In light of recent emphasis on top-down processing, Eskey is concerned that second language reading not neglect the needs of second language readers for the language skills they need in bottom-up processing.

Carrel's chapter explores some of the causes for failure of second language readers to process text interactively. In terms of schema activation, schema availability, skill deficiencies, conceptions about reading, and cognitive style, Carrell identifies and discusses some things that may interfere with second language readers' interactive processing of text and cause them to process texts unidirectionally, in either totally top-down or bottom-up processing directions.

Part II concludes with Clarke's chapter on the so-called short circuit hypothesis in second language reading. Clarke points to second language proficiency as a potential limiting factor in the transfer of good reading skills from native to second language reading. Clarke argues that failure to read effectively and efficiently in a second language, that is, interactively, may be due to inadequate language skills in the second language.