Acquisition of reading skill in a second language (L2) requires development and coordinated use of multiple component skills. This acquisition is less effortful the more similar the first language (L1) of the L2 learner is to that L2. While ways to quantify the L1–L2 distance are well defined in the current literature, the theoretical status of this distance in models of L2 reading acquisition is under-specified. This paper tests whether the L1–L2 distance influences English reading fluency and comprehension directly, via the mediation of component skills of reading, or both. We used text reading data and tests of component skills of English reading from the Multilingual Eye-movement Corpus database, representing advanced L2 readers of English from 18 distinct language backgrounds. Mediation analyses show that the L1–L2 distance has both a direct and an indirect effect on English reading fluency and eye movements, yet it has no effect on reading comprehension. These findings are novel in that they specify the mechanism through which the L1–L2 distance affects L2 reading acquisition.

中文翻译：

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语言距离如何影响英语作为第二语言的阅读流利度和理解力？

获得第二语言 （L2） 的阅读技能需要发展和协调使用多要素技能。L2 学习者的第一语言 （L1） 与 L2 的语言越相似，这种习得就越容易。虽然在目前的文献中已经明确定义了量化 L1-L2 距离的方法，但该距离在 L2 读数获取模型中的理论地位并未得到充分说明。本文测试 L1-L2 距离是否通过阅读构成技能的中介直接影响英语阅读流利度和理解力，或两者兼而有之。我们使用了来自多语言眼动语料库数据库的文本阅读数据和英语阅读组成部分技能测试，代表了来自 18 种不同语言背景的高级英语 L2 读者。中介分析表明，L1-L2 距离对英语阅读流利度和眼球运动有直接和间接的影响，但对阅读理解没有影响。这些发现是新颖的，因为它们指定了 L1-L2 距离影响 L2 读数习得的机制。