The role of reading span in factual and inferential comprehension and retention in L2 reading

IF 0.4 0 LANGUAGE & LINGUISTICS

Linguistic Research Pub Date : 2016-09-01 DOI:10.17250/KHISLI.33..201609.004

Hyangsook Park, K. Nam, Yae-sheik Lee

{"title":"The role of reading span in factual and inferential comprehension and retention in L2 reading","authors":"Hyangsook Park, K. Nam, Yae-sheik Lee","doi":"10.17250/KHISLI.33..201609.004","DOIUrl":null,"url":null,"abstract":"Park, Hyangsook, Kichun Nam, and Yae-Sheik Lee. 2016. The role of reading span in factual and inferential comprehension and retention in L2 reading. Linguistic Research 33(Special Edition), 81-106. The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University ‧ Korea University)","PeriodicalId":43095,"journal":{"name":"Linguistic Research","volume":"33 1","pages":"81-106"},"PeriodicalIF":0.4000,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Research","FirstCategoryId":"1092","ListUrlMain":"https://doi.org/10.17250/KHISLI.33..201609.004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}

引用次数: 4

Abstract

Park, Hyangsook, Kichun Nam, and Yae-Sheik Lee. 2016. The role of reading span in factual and inferential comprehension and retention in L2 reading. Linguistic Research 33(Special Edition), 81-106. The present study attempts to explain the relationship of working memory (WM) to L2 reading comprehension (RC) by conducting two experiments. The participants’ WM was measured by two reading span (RS) tests adapted from Daneman and Carpenter (1980). Specifically, Experiment 1 explores the role of L1-RS and L2-RS in overall RC in L2. Fifty-eight Korean undergraduate students participated in this experiment. The results showed that L2-RS had better predictive power than L1-RS for L2 RC performance and that the participants performed better in the L1-RS than L2-RS test. Experiment 2 further investigates the role of RS in terms of types of comprehension and retention. For this, fifty Korean students were divided into two groups according to their L2-RS. The RC tests were given in two types of questions: factual and inferential. The retention of information was assessed by two memory tests: immediate and delayed tests. The results revealed that the high-RS group consistently outperformed the low-RS group on the two types of RC questions in the two memory tests. No significant decay, however, was found between the memory tests. In addition, there was no interaction between group, question type, and time. The findings showed that RS does play a significant role in L2 RC performance. (Kyungpook National University ‧ Korea University)

查看原文本刊更多论文

阅读广度在二语阅读中事实性和推理性理解和记忆中的作用

Park, Hyangsook, Kichun Nam, ye - sheik Lee. 2016。阅读广度在二语阅读中事实性和推理性理解和记忆中的作用。语言学研究33(特别版)，81-106。本研究试图通过两个实验来解释工作记忆与二语阅读理解之间的关系。被试的WM采用两种阅读广度(RS)测试，该测试改编自Daneman和Carpenter(1980)。具体而言，实验1探讨了L1-RS和L2- rs在第二语言整体RC中的作用。58名韩国大学生参加了这个实验。结果表明，L2- rs比L1-RS对L2 RC表现有更好的预测能力，被试在L1-RS测试中的表现优于L2- rs测试。实验2进一步从理解类型和记忆类型两方面考察了语音记忆的作用。为此，50名韩国学生根据L2-RS分为两组。RC测验有两种类型的问题:事实性和推理性。通过两种记忆测试来评估信息的保留:即时测试和延迟测试。结果表明，在两种记忆测试中，高rs组在两种类型的RC问题上的表现始终优于低rs组。然而，在两次记忆测试之间没有发现明显的衰退。此外，分组、问题类型和时间之间没有交互作用。研究结果表明，RS确实在L2 RC绩效中起着显著作用。(庆北大学·高丽大学)

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Linguistic Research LANGUAGE & LINGUISTICS-

CiteScore

0.80

自引率

16.70%

发文量

期刊介绍： Linguistic Research is an international journal which offers a forum for the discussion of theoretical research dealing with natural language data. The journal publishes articles of high quality which make a clear contribution to current debate in all branches of theoretical linguistics. The journal embraces both synchronic and diachronic perspectives, and carries articles that address language-specific as well as cross-linguistic and typological research questions. The journal features syntax, semantics, morphology, phonology, phonetics, and pragmatics and is currently published quarterly (March, June, September, and December), including the special September issue with a particular focus on applied linguistics covering (second) language acquisition, ESL/EFL, conversation/discourse analysis, etc. All submitted manuscripts are subject to initial evaluation by the Editors, and, if found suitable for further consideration, to double-blind peer review by independent expert referees.