{"title":"L2 阅读理解过程中文本表征水平与工作记忆之间的相互作用:怎么样?","authors":"Tatiana Molokopeeva, Daphnée Simard","doi":"10.1111/ijal.12516","DOIUrl":null,"url":null,"abstract":"<p>The relationship between L2 reading comprehension and working memory has been studied for years, and previous studies highlight the existence of a correlation between the two. However, to our knowledge, no previous study used Kintsch's Multilevel Comprehension Model to operationalize reading comprehension in the investigation of its relationship with working memory. More specifically, according to Kintsch's model, comprehension consists of three text representation levels—the <i>surface level</i> (the literal wording of the text), the <i>textbase</i> (which includes inferences made by the reader), and the <i>situation model</i> (the integration of explicit and implicit text information with readers’ background knowledge). Therefore, the study reported in this paper examined the contribution of <i>working memory</i>, the short-term retention of information and its manipulation, to different text representation levels during L2 reading comprehension. To do so, fifty-five (<i>N</i> = 55) adult L2 learners of French completed L2 reading comprehension task tapping into three levels of text representation and a numerical complex working memory task. The results showed, on the one hand, a significant contribution of working memory to L2 reading comprehension and, on the other hand, that this relationship was specifically observed with the situation model.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 2","pages":"568-585"},"PeriodicalIF":1.5000,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12516","citationCount":"0","resultStr":"{\"title\":\"Interaction between levels of text representation and working memory during L2 reading comprehension: What about it?\",\"authors\":\"Tatiana Molokopeeva, Daphnée Simard\",\"doi\":\"10.1111/ijal.12516\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The relationship between L2 reading comprehension and working memory has been studied for years, and previous studies highlight the existence of a correlation between the two. However, to our knowledge, no previous study used Kintsch's Multilevel Comprehension Model to operationalize reading comprehension in the investigation of its relationship with working memory. More specifically, according to Kintsch's model, comprehension consists of three text representation levels—the <i>surface level</i> (the literal wording of the text), the <i>textbase</i> (which includes inferences made by the reader), and the <i>situation model</i> (the integration of explicit and implicit text information with readers’ background knowledge). Therefore, the study reported in this paper examined the contribution of <i>working memory</i>, the short-term retention of information and its manipulation, to different text representation levels during L2 reading comprehension. To do so, fifty-five (<i>N</i> = 55) adult L2 learners of French completed L2 reading comprehension task tapping into three levels of text representation and a numerical complex working memory task. The results showed, on the one hand, a significant contribution of working memory to L2 reading comprehension and, on the other hand, that this relationship was specifically observed with the situation model.</p>\",\"PeriodicalId\":46851,\"journal\":{\"name\":\"International Journal of Applied Linguistics\",\"volume\":\"34 2\",\"pages\":\"568-585\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-10-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12516\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Applied Linguistics\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ijal.12516\",\"RegionNum\":3,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Applied Linguistics","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijal.12516","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Interaction between levels of text representation and working memory during L2 reading comprehension: What about it?
The relationship between L2 reading comprehension and working memory has been studied for years, and previous studies highlight the existence of a correlation between the two. However, to our knowledge, no previous study used Kintsch's Multilevel Comprehension Model to operationalize reading comprehension in the investigation of its relationship with working memory. More specifically, according to Kintsch's model, comprehension consists of three text representation levels—the surface level (the literal wording of the text), the textbase (which includes inferences made by the reader), and the situation model (the integration of explicit and implicit text information with readers’ background knowledge). Therefore, the study reported in this paper examined the contribution of working memory, the short-term retention of information and its manipulation, to different text representation levels during L2 reading comprehension. To do so, fifty-five (N = 55) adult L2 learners of French completed L2 reading comprehension task tapping into three levels of text representation and a numerical complex working memory task. The results showed, on the one hand, a significant contribution of working memory to L2 reading comprehension and, on the other hand, that this relationship was specifically observed with the situation model.
期刊介绍:
The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.