| This study assessed the importance of connotative acculturation in reading comprehension of students of English as a second/foreign language (ESL/EFL). Reading comprehension was measured using the Nelson-Denny Reading Test Form-D Comprehension subtest (NDRT-D) while connotative acculturation was assessed using the Connotative Acculturation Survey, which was developed for this study. In addition, data concerning the Test of English as a Foreign Language (TOEFL) Total scores, grade point average (GPA), and length of residence were reported by the study's participants. Analyses of the data revealed that a positive significant relationship existed between reading comprehension and connotative acculturation. While TOEFL was the best one-model predictor of reading comprehension and connotative acculturation, nearly 25% of the variance shared by TOEFL and reading comprehension was common to connotative acculturation. In addition, approximately 2% of the variance in reading comprehension was uniquely shared with connotative acculturation. No relationship was found between connotative acculturation and GPA and length of residence. These results are consistent with the notion that connotative acculturation is an important aspect of reading comprehension and the general language skills measured by the TOEFL. |
