CC BY
17
УДК 378.147:811
Яна Яворчикова, ORCID iD: 0000-0003-0132-232X
Рената Вайдичкова, ORCID iD: 0000-0002-2090-0036,
Матей Бел университет, г. Банска-Быстрица, Словакия
УРОВЕНЬ НАВЫКОВ ЧТЕНИЯ БИЛИНГВОВ: ВЗАИМОСВЯЗЬ САМООЦЕНКИ СКОРОСТИ И ТОЧНОСТИ ЧТЕНИЯ НА ПРОДВИНУТОМ УРОВНЕ
В научной статье на тему «Уровень навыков чтения билингвов: взаимосвязь самооценки, скорости и точности чтения на продвинутом уровне» обобщаются и анализируются результаты двухлетнего исследования навыков чтения студентов университета, связанные с их читательскими привычками, а также их социальным и культурным фоном, который может в равной степени как стимулировать правильное отношение к чтению, так и препятствовать ему.
Пристальное внимание в статье уделяется объективной и необъективной самооценке студентами своих навыков чтения. Корпус материалов исследования составляют результаты 84 анкет, заполненных студентами гуманитарных специальностей.
Гипотеза исследования состоит в том, что объективная самооценка своих способностей - это обязательное предварительное условие эффективного чтения, в то время как неумение многих читателей правильно оценить свои недостатки и малую эффективность навыков чтения, служит препятствием в их улучшении.
Ключевые слова: навыки чтения, читательские привычки, скорость чтения, предпосылки формирования навыков чтения в семье.
Introduction. Mastering a foreign language at the same level as one's mother tongue in grammatical, lexicological, morphological and phonetic level, as well as via integrated skills (such as receptive skills: speaking and writing and perceptive skills: listening and reading) is, needless to say, a very challenging task. Balanced bilingualism is, contrary to the public views, extremely rare and most people who use two (and more) languages often use them in different levels (e.g. proficiency - intermediate), in different situations (e.g. at home - at school and work; at home - in the church) and for different purposes (e.g. to communicate with peers - to study; to communicate with peers - to communicate with adults) (Colin-Jones, p. 5). Moreover, among majority people one language dominates and the second plays a secondary role and often, the second language is not used in all situations but only to fulfil a specific linguistic or cultural need (Colin - Jones, p. 5).
In this article, we would like to focus on one of the linguistic skills - reading ability - of bilinguals (i. e. those users of foreign language who use both languages for all four integrated skills (speaking, writing, listening and reading at advanced level) and the correlation between the self-assessment of their reading abilities and real performance.
Sampling unit description - The structure of sampling unit. In order to objectively assess respondents' reading abilities and other related data, the research was based on the questionnaire method which secured openness of answers as well as privacy for respondents. The sampling unit consisted of eighty four (84) valid questionnaires. Respondents included first-year teacher-training students (38) and translation and interpreting programme students (46). As many as 13 questionnaires were cast out as respondents did not complete more than five questions. Incomplete questions were classified as "invalid" as the student failed to provide a reliable answer which could affect the overall results.
2.1. Quantitative data
84 valid anonymous questionnaires were collected in October 2016; each respondent was further referred to by a special code including the type of their study (PT or UAP), sex and number, e.g. PTM001. 64 women
and 20 men participated in the research; all of them were full time first-year university students of various teacher-training; studying double majors in humanities at Matej Bel University (38) and students of and translation and interpreting programmes; studying single and double majors (46). Women outnumbered men more than three times. This is a common demographical phenomenon at teacher-training universities as the teaching profession in Slovakia is low-paid and gradually growing out of popularity among male population. All students studied double majors (e.g. English - Philosophy, English - French, etc.) which is the prevailing type of study at teacher training universities in Slovakia as it offers graduates better opportunities in the Slovak and international labour market (see Table 1).
Table 1
Study combinations No., total No. of students
Research group by No. of students in specialisation
UAP Slovak 8 UAP Psychology 2 UAP PE 2
UAP Russian 1 UAP Philosophy 2 UAP Music 1
UAP MA 1 UAP History 11 UAP French 1
UAP IT 2 UAP Geography 3 UAP Biology 1
UAP Arts 3
PT Spanish 12 PT Russian 9 PT Italian 4
PT French 10 PT Polish 3 PT German 8
Total students 84
2.2. Qualitative data
All respondents passed high-school-leaving exams and university entrance exams with usual passmark 75, 0%. We assume that these exams also served as an equalizer of students' general academic skills and competencies to study at the university. Average number of years of English studies was 9, 71 (see Table 2) with minimum 3 and maximum 16 years of study. No further research has been conducted in students' previous education (e.g. the type of high school they attended), number of years they had been studying English and extracurricular English classes (e.g. private classes, language clubs, etc.)
Slovak educational system is nowadays so diverse that we take these information as unreliable and misleading (for example, a vocational school may offer a better language training than a secondary grammar school due to a higher number of foreign lecturers - native speakers and, possibly, better international exchange opportunities. All respondents have finished the first term of their university studies which equalised their language skills and linguistic abilities and provided them with necessary information (e.g. propaedeutic courses and language improvement courses) and thus can be considered advanced bilinguals.
Table 2
Years of studying English
6. I study English - No. of years
PT (Translation and Interpreting Programme students) 12
UAP (Teaching Programme Students) 7,42
Average 9,71
Average age of the whole sample group was 19.90 years (see Table 3). No respondents were younger than 17 years and older than 26 years. There was a substantial majority of students aged 18-21. Those students who were older than 21 (3 students) usually changed their school or study programmes, or, encountered serious problems in their studies and re-took an academic year. None of these attributes could negatively affect students' reading performance and thus no respondent was cast out on the basis of his or her age.
Age of research group Table 3
Average age of research group
PT (Translation and Interpreting Programme students) Male 19,88
PT (Translation and Interpreting Programme students) Female 19,66
UAP (Teaching Programme Students) Male 20,25
UAP (Teaching Programme Students) Female 19,81
Average 19,90
2.3. Methods of research. In order to acquire empirical data, a questionnaire method, with regards to its multiple benefits, was selected as the key research method. Referring to the previous successful research done in 2016, we again started with the premise that questionnaires enable collecting of respondents' opinions and attitudes in a short period of time and the follow-up bulk data processing [5, pp. 115-132]. Also, additional relevant information about the respondents (such as age, education and other identification attributes) was collected. Further, anonymous questionnaires usually enhance openness and sincerity of respondents and, in comparison with a personal debate, questionnaires are less stressful and responses are less affected by the atmosphere and the place.
Questionnaire description: Questionnaires consisted of 7 questions and one task-based speed reading test. Questions 1-6 were identification questions where students stated their basic personal information. Question 7 focused on students' self-assessment and further tested their real reading skills. Complete wording of the questionnaire - see table 4:
Table 4
Self-Assessment, Speed and Accuracy Questionnaire
1 State your age: .
2 State your sex: .
3 State the type of your study programme: full time, part time or Erasmus exchange.
4 State your study programme: teaching or translation programme.
5 State your specialisation: double majors in .
6 State the number of years you have studied English: I have been studying English for years.
7 I am a fast reader (YES-NO)
Speed test: 1 minute reading test accompanied by 3 comprehension questions.
2.3.1. Procedure of the speed test
In one minute, respondents were asked to read as fast as possible and complete reading the text, however, they were also informed, after reading they will be asked three comprehension questions, testing accuracy of their reading skills. The sample text was taken from an internet-provided reading speed test page; however, given the scope of in-class testing, it was shortened to one-minute performance (total 182 words). The text of the reading test described a familiar topic (reading skills) and used common punctuation and plain-text page format which does not interfere with reading. For the full text see Table 5:
Table 5
Speed test - text
Word count Text
14 28 42 60 74 85 Compare the results of the average reader to other areas. We may imagine a sprinter practicing every day for several years on the running track and then just calmly walking for a race. We can also picture a racing driver never exceeding 30 mph or a pianist playing every day of the week for 20 years and only able to play music like a beginner. Unfortunately, since the age of 12, most readers do not substantially improve their efficiency and never reach their full capacity.
101 115 127 137 152 165 178 182
Every computer user who is also a slow typist is aware of the benefits he could obtain with a typing course, but nearly no one suspects the much higher profits he could reach by improving his reading comprehension and speed. The rapid improvement of voice recognition may gradually make typing virtuosity obsolete since a good typist performs well under the speed of speech. On the other hand, human or computer speaking, with an average speed of 150 wpm, will always remain many times slower than a good reader, without any consideration of the skimming and skipping possibilities [15].
2.3.2. Accuracy test - Reading accuracy
In order to test respondents' accuracy of reading, they were asked three questions, related to the text they
Comprehension question A
The author says that an adult reader who does not improve his/her reading skills is just like a:
A.1 A sprinter practising for several years and then at a race speeding up just after the start.
A.2 A sprinter practising for several years and then just calmly walking for a race (correct answer).
A.3 A sprinter practising for several years and then at a race not running at all.
Comprehension question B
B.1 The author says that since the age of 12, most readers do not substantially improve their efficiency and never reach their full capacity.
B.2 The author cannot understand why since the age of 12, most readers do not substantially improve their efficiency and never reach their full capacity.
B.3 The author regrets that since the age of 12, most readers do not substantially improve their efficiency and never reach their full capacity (correct answer).
Comprehension question C
According to the author, a person who does not train his/her reading skills is just like a racing driver who:
C.1 runs a race in 30 MPH (correct answer).
C.2 runs a race in 60 MPH.
C.3 runs a race in 35 MPH.
3. Research Outcomes: Commentary for question 7
3.1. Self-Assessment of Respondents
In question 7, first, a personal view of respondent's reading abilities was required. 30 respondents (35.71%) classified themselves as "fast readers". Interestingly, only 11 of these (13.10%) were able to read the whole text - 182 words per minute, however, 5 students (who completed the whole text) failed to denominate themselves either as fast or slow readers and 1 student who finished the whole text stated, his/her speed of reading depends on the book. As many as 73 respondents (86.90%) felt they are not fast readers. Interestingly, 9 of these, in spite the low estimate of their qualities, were able to read the complete text. 5 students failed to answer this question.
Fast readers represent only 10% of population and thus, 13.10% fast readers of the sample unit are realistic. However, as many as 19 respondents (22.62%) overrated their reading abilities and 9 students (10.71%) underrated them. That means as many as 32.63% of students cannot assess their reading abilities realistically.
3.2. Reading Speed of Respondents
The second task tested in Question 7 was the speed of reading. Speed of reading usually depends on whether one reads in ones mother tongue or in a newly acquired language. In mother tongue, on the other hand, reading speed is usually characterised as following:
0-150 words slow reading
150-250 average reading
250-400 above average reading
More than 400 superfast reading [21]
In foreign tongue, this ratio is lower. Walter, for example, notes "Optimal rates for processing prose (in one's mother tongue) are around 300 words per minute; and for fluent adult readers this is constant, regardless of the difficulty of the text [1, pp. 389-419]. However, Segalowitz, Poulsen and Comoda note, in foreign language, "...even advanced bilinguals read as much as 30% slower than this in L2, employing cognitive resources that would otherwise be used for higher-level processes" [14, p. 16]. Walter, Segalowitz, Poulsen and Comoda thus admit average reading speed revolves around 210 wpm.
Thus, for the purposes of this research, the ratio for L2 text (mother tongue text deduced by 30%) is stated as follows:
0-105 words slow reading
106-175 average reading
176-280 above average reading
More than 281 superfast reading
In our research, the speed of reading was as follows:
0-105 words slow reading 2 respondents (2, 39%)
106-175 average reading 48 respondents (57.14%)
176-280 above average reading 34 respondents (40.48%)
More than 281 superfast reading not applicable
In both groups, PT and UAP, average speed of reading was 161.70 wpm (The lowest speed was 85 wpm).
Reading Accuracy of Respondents
Average accuracy of all 84 respondents was 44.74%.
Among those, who were able to complete the whole speed test (28 respondents out of 84; i.e. 33.33%). Out of these 28 responses, the number of correct answers was: A = 15 correct answers (53.57 %). B = 9 correct answers (32.14 %). C = 18 correct answers (64.29 %). Average accuracy of "speedy readers" = 50.00%.
However, even those who did not finish reading the whole text still qualify as "above average readers". Thus, the reading speed of all the 34 "above average readers" was 175.76 wpm. The number of correct answers was:
A = 18 correct answers (52.94 %). B = 9 correct answers (32.14 %). C = 20 correct answers (58.82 %).
Average accuracy of all 34 "above average readers" = 47.97%.
On the other hand, 48 respondents (57.14%) qualified as "average readers". Their average reading speed was 142.75 wpm.
The number of correct answers was: A = 27 correct answers (56.25 %). B = 17 correct answers (35.42 %). C = 31 correct answers (64.58 %).
Average accuracy of all 34 "average readers" = 52.08%.
Only 2 respondents were able to read less than 105 wpm. Their average speed of reading was 86 wpm. The number of correct answers was:
A = 1 correct answers out of 2 (50.00 %).
B = 1 correct answers out of 2 (50.00 %).
C = 0 correct answers out of 2 (0.00 %).
Average accuracy of all 34 "slow readers" = 33.33%.
Conclusion. In task 7, overall effectiveness of reading was tested. "Average readers" read in a slower pace, however, they outscored "above average readers" in accuracy testing. In this, they confirmed Lesaux and Kiefer's research [7, рр. 47-56], in which they proved that as many as 60% of bilingual readers demonstrate slow yet accurate reading performance On the other hand, slow readers performed significantly worse accuracy of reading (only 33.33%). Possible explanation might lie in a number of reasons. Grabe and Stroller, for example not that "in order to read comfortably, skilled readers need to rapidly recognize 95% or more of the words in a text" [3, р. 265]. Other barriers preventing effective reading have been already analyses by many international experts. Johnson, for example points out that "...decoding must be fluent. If the person must stop frequently to sound out words, he loses track of the thoughts. Besides, fluency requires sustained attention and good processing speed. Next is tracking. Some people's eyes jump over words or parts of words. Or when going to the next line, they jump over a line or stay on the same line. Another cause is if a person has a poor vocabulary, it can affect comprehension" [6].
Furthermore, reading comprehension accuracy and reading speed are not entirely independent measures. There could be several different reasons why a student scores poorly both on reading speed and on reading comprehension accuracy. For example, despite devoting reasonable time and effort to the test questions, the student's limited understanding meant that after the first passages they were unable to make much sense of the rest. Mentioned above could be summarized into conclusion that poor readers probably have physical problems in reading as well as lack of reading tests strategies practice. Considerable studies have indicated that, in the area of second or foreign language reading tests, there are certain types of strategies (Cohen - Upton [2, рр. 209-250], Hirano [4, рр. 157-165]). According to Rogers and Harley [12, р. 234], these strategies include: reading the instructions carefully, scheduling the allocated time appropriately, making use of clue words in the questions, delaying answering difficult questions, reviewing the work in order to check the answers, etc.
An important outcome of the presented research lies in the fact that a substantial number of tested students (alarming 32.63% of students) cannot assess their reading abilities realistically. Out of these, as many as 19 respondents (22.62%) overrated their reading abilities. That means they were unable to self-assess their abilities correctly and, consequently cannot take any effective action to improve them. On the other hand, 9 students (10.71%) underrated their reading skills which proved they are not aware of the basic speed limits and average reading speed among bilinguals. That again may affect their reading performance and estimate of their own reading potential.
Список литературы
1. Carver R. P. (1985) How Good are some of the World's Best Readers? - In: Reading Research Quarterly. 20. - Pp. 389-419.
2. Cohen A., Upton T. (2007). "I want to go back to the text": Response strategies on the reading subtest of the new TOEFL // Language Testing. - 24(2). - Рр. 209-250. [Online] In: http://dx.doi. org/10.1177/0265532207076364.
3. Grabe W., Stroller F. L. (2002) Teaching and Researching Reading. - Harlow: Pearson Education Ltd. -Pp. 265.
4. Hirano K. (2009). Research on test-taking strategies in L2 reading. Bull. Joetsu Uni. Educ. - № 28. -Рр. 157-165.
5. Javorchikova J., Vajdichkova R. (2016) Reading Literacy as a Key Strategy to Academic Achievement. -Radom: RSF. - Pp. 115-132. 1/4/2016. ISSN 229-1131.
6. Johnson K. (2014) Causes for Poor Reading Comprehension. In: https://www.linkedin.com/pulse/ 20140423021016-43860532-causes-of-poor-reading-comprehension [Accessed May 4, 2016].
7. Lesaux and Kiefer (2010) Morphing into Adolescents: Active word learning for language learners and their class mates in middle school. In: International Journal of Applied Linguistics and English Literature. № 54. - Pp. 47-56.
8. OECD: http://www.cedefop.europa.eu/en/news-and-press/news/slovakia-pisa-and-piaac-worrying-skill-survey-results [Accessed March 2, 2017].
9. OECD: http://www.cedefop.europa.eu/en/news-and-press/news/slovakia-pisa-and-piaac-worrying-skill-survey-results [Accessed March 3, 2017].
10. PISA country overview 2015. In: http://www.compareyourcountry.org/pisa/country/svk.
11. Repka R., Shipochova M. (2016). Communicative Approach and the Teaching of English Language Means to Slovak Learners. - Bratislava: L-F Lingua. - Pp. 134.
12. Rogers W., Harley D. (1999). An empirical comparison of three-and four-choice items and tests: Susceptibility to testwiseness and internal consistency reliability. Educational and Psychological Measurement, № 59(2). - P. 234. In: http://dx.doi.org/10.1177/00131649921969820.
13. Segalowitz N., Poulsen C., Komoda M. (1991) Lower Level Components of reading Skills in Higher Level bilinguals: Implications for Reading Instruction. In: J. H. Hulstijn, J. F. Matter (eds.) // Reading in Two Languages. AILA Review. - 8. - Amsterdam. - P. 16.
14. Segalowitz N., Poulsen C., Komoda M. (1991) Lower Level Components of reading Skills in Higher Level bilinguals: Implications for Reading Instruction. In J. H. Hulstijn, J. F. Matter (eds.) Reading in Two Languages. AILA Review. - 8. - Amsterdam. - P. 16. In: https://www.llas.ac.uk/resources/gpg/1420.
15. Speed test (2017): In: http://www.readingsoft.com/ [Accessed September 3, 2016].
16. Stykova I. (2016). On (In)Compatibility of Cultures. In RSF. 1/4/2016. ISSN 2299-1131.Radom: UTH. - Pp. 79-86.
17. Shipochova M. (2016).The Importance of a Teacher's Corrective Feedback on Learners' Mistakes in Oral Production in the EFL Classroom. In Studies in Foreign Language Education. - Volume 8. - KirschVerlag: University of Cologne. - Pp. 133-149.
18. Shtubnha P. (2016) Kognitivny pristup k citaniu odbornych a beletristickych textov.
19. Jazykovedne, literarne a didakticke kolokvium XXXVI. - Bratislava: Z-F Lingua, 2016. - S. 73-80. ISBN 978-80-8177-022-7.
20. Walter H. C. (forthcoming). The L2 reading comprehension threshold is linked to mental representations of text and to L2 working memory. Forthcoming in Applied Linguistics.In https://www.llas.ac.uk/resources/ gpg/1420.
21. Words per minute. In: http://www.ako-sa-naucit-skor.com/rychlocitanie-test/ [Accessed September 10, 2016].
Яна Яворчикова, Paed.Dr., PhD., кафедра английского языка и американских исследований, Университет Бел Матей, г. Банска-Быстрица, Словакия; e-mail: jana.javorcikova@umb.sk; javorcikova@Fedu. uniba.sk PaedDr.
Рената Вайдичкова, Paed.Dr., PhD., кафедра английского языка и американских исследований, Университет Бел Матей, г. Банска-Быстрица, Словакия; e-mail: renata.vajdickova@umb.sk
Jana Javorchikova, Renata Vajdichkova,
Matej Bel University, Banska-Bystrica, Slovakia
READING LITERACY OF BILINGUALS: CORRELATION BETWEEN SELF-ASSESSMENT, SPEED AND ACCURACY OF READING AT ADVANCED LEVEL
The scholarly article entitled Reading Literacy of Bilinguals: Correlation between Self-Assessment, Speed and Accuracy of Reading at Advanced Level provides analysis and synthesis of data based on two-year research of university students' reading skills related to their reading habits and to their social and cultural background which may stimulate as well as barrier one's attitude to reading. The article focuses on realistic and unrealistic self-assessment of university students' reading skills. Sample corpus is composed of 84 questionnaires, completed by students in Humanities-related academic programmes. The research is based on the assumption, that realistic self-assessment of one's reading abilities is an inevitable precondition to effective reading performance; however, many readers are not aware of their poor or ineffective reading skills and thus cannot effectively improve their performance.
Key words: Reading skills, reading habits, reading speed, family background for reading.
References
1. Carver R. P. (1985) How Good are some of the World's Best Readers? In: Reading Research Quarterly. 20, pp. 389-419.
2. Cohen A., Upton T. (2007). "I want to go back to the text": Response strategies on the reading subtest of the new TOEFL. Language Testing, 24(2), 209-250. [Online] In: http://dx.doi.org/10.1177/0265532207076364.
3. Grabe W., Stroller F. L. (2002) Teaching and Researching Reading. Harlow: Pearson Education Ltd., pp. 265.
4. Hirano K. (2009). Research on test-taking strategies in L2 reading. Bull. Joetsu Uni. Educ., 28, 157-165.
5. Javorchikova J., Vajdichkova R. (2016) Reading Literacy as a Key Strategy to Academic Achievement. Radom: RSF, pp. 115-132. 1/4/2016. ISSN 229-1131.
6. Johnson K. (2014) Causes for Poor Reading Comprehension. In: https://www.linkedin.com/ pulse/20140423021016-43860532-causes-of-poor-reading-comprehension [Accessed May 4, 2016].
7. Lesaux and Kiefer (2010) Morphing into Adolescents: Active word learning for language learners and their class mates in middle school. In: International Journal of Applied Linguistics and English Literature. 54, pp. 47-56.
8. OECD: http://www.cedefop.europa.eu/en/news-and-press/news/slovakia-pisa-and-piaac-worrying-skill-survey-results. [Accessed March 2, 2017].
9. OECD: http://www.cedefop.europa.eu/en/news-and-press/news/slovakia-pisa-and-piaac-worrying-skill-survey-results. [Accessed March 3, 2017].
10. PISA country overview 2015. In: http://www.compareyourcountry.org/pisa/country/svk.
11. Repka R., Shipochova, M. (2016). Communicative Approach and the Teaching of English Language Means to Slovak Learners, Bratislava: L-F Lingua, pp. 134.
12. Rogers W., Harley D. (1999). An empirical comparison of three-and four-choice items and tests: Susceptibility to testwiseness and internal consistency reliability. Educational and Psychological Measurement, 59(2), 234. In: http://dx.doi.org/10.1177/00131649921969820.
13. Segalowitz N., Poulsen C., Komoda M. (1991) Lower Level Components of reading Skills in Higher Level bilinguals: Implications for Reading Instruction. In: J. H. Hulstijn, J. F. Matter (eds.) Reading in Two Languages. AILA Review, 8, Amsterdam, p. 16.
14. Segalowitz N., Poulsen C., Komoda M. (1991) Lower Level Components of reading Skills in Higher Level bilinguals: Implications for Reading Instruction. In J. H. Hulstijn, J. F. Matter (eds.) Reading in Two Languages. AILA Review, 8, Amsterdam, p. 16. In: https://www.llas.ac.uk/resources/gpg/1420.
15. Speed test (2017): In: http://www.readingsoft.com/. [Accessed September 3, 2016].
16. Stykova I. (2016). On (In)Compatibility of Cultures. In RSF. 1/4/2016. ISSN 2299-1131.Radom: UTH, pp. 79-86.
17. Shipochova M. (2016).The Importance of a Teacher's Corrective Feedback on Learners' Mistakes in Oral Production in the EFL Classroom. In Studies in Foreign Language Education. Volume 8, Kirsch-Verlag: University of Cologne, pp. 133-149.
18. Shtubnha P. (2016) Kognitivny pristup k citaniu odbornych a beletristickych textov.
19. Jazykovedne, literarne a didakticke kolokvium XXXVI. Bratislava: Z-F Lingua 2016, s. 73-80. ISBN 978-80-8177-022-7.
20. Walter H. C. (forthcoming). The L2 reading comprehension threshold is linked to mental representations of text and to L2 working memory. Forthcoming in Applied Linguistics.In https://www.llas.ac.uk/resources/ gpg/1420
21. Words per minute. In: http://www.ako-sa-naucit-skor.com/rychlocitanie-test/. [Accessed September 10, 2016].
Jana Javorchikova, Paed. Dr. PhD., Department of English Language Pedagogical faculty Comenius University, Slovakia, Bratislava; e-mail: jana.javorcikova@umb.sk; javorcikova@fedu.uniba.sk
Renata Vajdichkova, Paed. Dr., PhD., Department of English and American Studies, Matej Bel University, Banskâ-Bystrica, Slovakia; e-mail: renata.vajdickova@umb.sk
Для цитирования: Яворчикова Яна, Вайдичкова Рената. Уровень навыков чтения билингвов: взаимосвязь самооценки скорости и точности чтения на продвинутом уровне // Актуальные проблемы филологии и педагогической лингвистики. 2017. № 2. С. 240-248.
For citation: Jana Javorchikovâ, Renata Vajdichkovâ (2017). Reading Literacy of Bilinguals: Correlation between Self-Assessment, Speed and Accuracy of Reading at Advanced Level. Aktual'nye problemy filologii i pedagogiceskoj lingvistiki, 2017, 2, рр. 240-248 (In Russ.).
