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?

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tatiana Molokopeeva, Daphnée Simard
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引用次数: 0

摘要

关于 L2 阅读理解与工作记忆之间关系的研究已有多年,以往的研究强调两者之间存在相关性。然而,据我们所知,在研究阅读理解与工作记忆的关系时,以前的研究都没有使用 Kintsch 的多层次理解模型来操作阅读理解。更具体地说,根据 Kintsch 的模型,理解包括三个文本表征层次--表层(文本的字面意思)、文本基础(包括读者做出的推断)和情境模型(显性和隐性文本信息与读者背景知识的整合)。因此,本文报告的研究考察了工作记忆(信息的短期保留及其操作)对 L2 阅读理解过程中不同文本表征水平的贡献。为此,55 名(N = 55)成年 L2 法语学习者完成了 L2 阅读理解任务,该任务涉及三个层次的文本表征和一个数字复杂工作记忆任务。结果表明,一方面,工作记忆对 L2 阅读理解有重要作用,另一方面,这种关系在情境模型中得到了具体体现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
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.
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