Text Processing and Memory in EFL Reading: The Role of Relevance Instructions

Autor/in	Kimura, Yukino
Titel	Text Processing and Memory in EFL Reading: The Role of Relevance Instructions
Quelle	In: Reading in a Foreign Language, 34 (2022) 1, S.41-61 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Processes; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Relevance (Education); Recall (Psychology); Comparative Analysis; Reading Comprehension; Difficulty Level; Reading Materials; Goal Orientation; Text Structure; Undergraduate Students; Foreign Countries; Readability; Readability Formulas; Familiarity; Reading Rate; Translation; Japan; Flesch Reading Ease Formula + Suchen Sie Ihr Suchwort? Leseprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Abberufung; Leseverstehen; Schwierigkeitsgrad; Zielorientierung; Zielvorstellung; Textstruktur; Ausland; Lesbarkeit; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	This study examined the effects of relevance instructions on English as a foreign language (EFL) readers' text processing and memories. The participants were randomly assigned to one of two conditions: the experimental condition, where they read texts to identify a specific category of information, and the control condition, where they read texts just for general comprehension. They read two expository texts that differed in difficulty, and the sentence-by-sentence reading times were recorded. The results demonstrated that relevance instructions induced readers to pay additional attention to relevant information, leading to better text recall. However, it was suggested that the size of relevance effects in the easy text was larger than those in the difficult text. The study discussed why the impact of relevance instructions depends on text factors and demonstrated that certain effects of relevance instructions are specific to EFL readers. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01