Higher reading spans mitigate context effects on lexical processing by low-proficiency L2 learners: a self-paced reading study

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2024-08-06 DOI:10.1007/s11145-024-10583-y

Takumi Kosaka

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Abstract

This study examines context effects on lexical processing by low-proficiency Japanese learners of English during sentence comprehension, and the role of individual differences in verbal working memory (WM). Thirty Japanese learners of English as a second language (L2) and 27 speakers of English as a first language (L1) were recruited for a self-paced reading task with high and low context sentences to assess lexical processing abilities, and a reading span task to measure WM capacities. Bayesian modeling indicated that, at the group level, L2 learners had slower lexical processing times for low context sentences compared to high context ones, especially in the spillover region, while L1 speakers showed no difference. At the individual level, higher WM capacities among L2 learners appeared to mitigate these context effects, supporting the interactive-compensatory model (Stanovich in Read Res Q, 10.2307/747348, 1980; Remedial Spec Educ 5(3):11–19, 10.1177/074193258400500306, 1984). The findings highlight context effects on L2 lexical processing and the crucial role of WM in managing these effects among L2 learners.

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高阅读跨度可减轻语境对低水平 L2 学习者词汇加工的影响：自定进度阅读研究

本研究探讨了语境对低水平日语学习者在句子理解过程中词汇处理的影响，以及个体差异在言语工作记忆（WM）中的作用。研究人员招募了 30 名以英语作为第二语言（L2）的日语学习者和 27 名以英语作为第一语言（L1）的日语学习者，让他们分别进行高语境和低语境句子的自定进度阅读任务，以评估词汇加工能力，以及阅读跨度任务，以测量 WM 能力。贝叶斯建模结果表明，在群体层面上，与高语境句子相比，低语境句子的词汇处理时间较慢，尤其是在溢出区域，而讲第一语言的人则没有差异。在个人层面上，L2 学习者较高的 WM 能力似乎减轻了这些语境效应，从而支持了交互补偿模型（Stanovich in Read Res Q，10.2307/747348，1980；Remedial Spec Educ 5（3）：11-19，10.1177/074193258400500306，1984）。这些研究结果突显了语境对 L2 词汇加工的影响，以及 WM 在 L2 学习者管理这些影响中的关键作用。

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.