PSYCHOLINGUISTIC FACTORS OF READING COMPREHENSION IN TEACHING A SECOND LANGUAGE

Abstract

This article discusses reading comprehension and its difficulties in teaching a second language. Several important factors that influence reading comprehension in a foreign language are analyzed as well. There are stated the ideas of world-known scholars concerning the psycholinguistic factors of reading comprehension. Vocabulary knowledge, grammar and syntax, working memory, cognitive load, metacognition, cultural knowledge, phonological processing, reading strategies, motivation and attitude, prior knowledge, individual differences, reading fluency, feedback and interaction are discussed.