<div dir="ltr"><div class="gmail_quote"><div dir="ltr"><div class="gmail_quote"><br><div dir="ltr"><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">The April 2022 issue (Volume 34, Number 1) of the electronic journal <i>Reading in a Foreign Language</i> (RFL) is now online and can be read at:<br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;color:rgb(220,161,13)"><a href="https://nflrc.hawaii.edu/rfl" target="_blank">https://nflrc.hawaii.edu/rfl</a></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">This issue of <i>RFL </i>will be the last to appear under the co-editorship of Richard Day, who has decided to step down after 22 years in the role. Richard’s contribution to scholarship in the field of foreign and second language learning has been enormous, and is most well-known in relation to extensive reading. His article with Julian Bamford on the top ten principles for ER must surely be one of the most-cited articles ever. However, his interests extend well beyond ER and this journal would not enjoy the reputation it does today without his discerning eye and guiding hand.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"> </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">It is fitting, therefore, that this issue contains a wealth of material of interest to both researchers and teachers. The seven research articles address questions of reading in languages other than English, and forms of reading other than extensive.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">In the first article, Yuya Arai takes up the perennial question of ‘pleasure’ in ER. From the perspective of flow theory, he explores the relationship between perceived book difficulty and pleasure experiences and suggests flow associates more with reading at <i>i </i>+ 1 than <i>i – </i>1.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">In the second article, Min Gui, Xiaokan Chen, & Xiangli Cheng shift the focus to reading in academic contexts. They consider the role of discipline-specific vocabulary in L2 textbook reading by Chinese chemistry major undergraduates, and demonstrate how important that knowledge is to successful reading.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"> </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">Yukino Kimura considers the effect of relevance instructions on EFL readers’ text processing and memory in the third research article. While the role of relevance instructions has previously been investigated in L1 reading, this study extends our understanding to reading in a foreign language, where text factors appear to play a greater part than is the case in the L1.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">Next, Michael Markey investigates the strategy use of Irish students learning French. How bilingual students, as opposed to monolingual students learning a foreign or second language, approach reading in a new language is a relatively new area of investigation and one that is sure to continue to attract future research.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"> </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">In the fifth article, Shingo Nahatame considers the role of causal and semantic relations in second language text processing. This extends his previous research with a focus on more authentic reading, and provides more evidence for the importance for comprehension of causal relations in reading texts. </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px">  </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">The sixth article takes us to Spanish-speaking university students in Argentina, where Soledad Pampillo & Sandra Lauría provide a useful reminder of the many challenges that language learners face as they reflect on the role of L2 proficiency, cross linguistic influence and cognates on the decoding and acquisition of pre-modified noun phrases.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">The final research article addresses another enduring challenge, at least for alphabetic L1 learners of a non-alphabetic language. Qiaona Yu considers how five different forms of text presentation affects reading efficiency in Chinese for both language learners and native speakers.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"> </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">In this issue, the Discussion section contains three contributions. The first two continue an exchange of views that began in Volume 33, Issue 1, a year ago. This exchange of views is an excellent illustration of the ways in which ideas evolve through debate and critical challenge. In the first of these Tom Cobb demonstrates how Morpholex has developed since it was first launched, partly in response to the critique of authors such as Stuart McLean and Tim Stoeckel. They, in turn, respond to Cobb in the second contribution to this section, and include an impressive manual re-analysis of three texts that have provided data in this exchange.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"> </p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">The editors would note, however, that, while we expect the exchange of views has not ended, the discussion in this journal is now closed.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">The third contribution in this section, by Tom Robb, returns attention to extensive reading and another perennial, difficult question: how to establish ER in schools?</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:15px"><br></p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px">There are two reviews in the Reviews. The first review may help teachers wanting to establish ER in schools and will find Raed Alzahrani’s review of L2 reading websites extremely helpful. In the second review, Betsy Gilliland critiques <i>Teaching ESL/EFL Reading and Writing</i>, Second edition by I.S.P. Nation and John Macalister.</p><p style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:13px;line-height:normal;font-family:"Helvetica Neue";margin:0px;min-height:1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</div><br clear="all"><div><br></div><div dir="ltr" data-smartmail="gmail_signature"><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><div dir="ltr"><div dir="ltr"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><font size="2"><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif"><br></font></div><font face="arial, helvetica, sans-serif"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><div style="word-wrap:break-word">**********************************************************************</div></div></span><b>National Foreign Language Resource Center</b></font><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">University of Hawai‘i at Mānoa</font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">1859 East-West Road #106<br>Honolulu, HI  96822-2322</font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">Phone: 808-956-9424</font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">Fax: 808-956-5983</font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">Email: <a href="mailto:nflrc@hawaii.edu" target="_blank">nflrc@hawaii.edu</a></font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif"><br></font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">Website: <a href="http://nflrc.hawaii.edu" target="_blank">http://nflrc.hawaii.edu</a></font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">NFLRC Facebook page: <a href="http://www.facebook.com/NFLRC/" target="_blank">http://www.facebook.com/NFLRC/</a></font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">NFLRC Twitter page: <a href="http://www.twitter.com/NFLRC/" target="_blank">http://www.twitter.com/NFLRC/</a></font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif">NFLRC YouTube channel:  <a href="http://www.youtube.com/user/nflrchawaii" target="_blank">http://www.youtube.com/user/nflrchawaii</a></font></div><div style="word-wrap:break-word"><font face="arial, helvetica, sans-serif"><span style="color:rgb(0,0,0)">NFLRC listserv: <a href="http://nflrc.hawaii.edu/about/11/" target="_blank">http://nflrc.hawaii.edu/about/11/</a></span></font></div><div style="font-family:"Lucida Grande";word-wrap:break-word">**********************************************************************</div></div></span></font></span></div></span></div></div></div></div></div></div></div></div></div></div></div>
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