摘要：Starting from the research, based on five reading tasks, we will try to contribute to the considerations of one of the crucial questions in the theory of L2 reading - is L2 reading a linguistic or a background knowledge problem? The research was carried among the eighth graders (37 in total) in two primary schools in Pula. It was just a part of a wider research, primarily aimed at identifying the strategic behaviour of good and bad L2 readers. The initial results even pointed out the inevitable interaction between the linguistic and background knowledge in the process of meaning construction and, consequently, in the process of text understanding. Although very successful, taken altogether, these results revealed certain problems related to the language in which the tasks were presented as well as to the contents each of them dealt with.
关键词：L2 reading; linguistic knowledge; background knowledge
