Factors that impact on proficiency in L2 reading

Abstract

The act of reading requires a complex cognitive processing – especially when it comes to reading in a second language (L2) –, because there are many factors that impact on the proficiency in this skill. In this paper we discuss three relevant factors: type of instruction, frequency of exposure to L2 texts, and the influence of the reading skill in first language (L1). These factors contribute to the teaching of L2 reading, since they give support to the teaching practice, especially in an environment of non immersion such as English learning in Brazil. We use neuroimaging data to support our discussion.