Situation-Model Representations of Conflicting Textual Information in L2 Readers: The Effects of Prior Beliefs and L2 Proficiency

Autor/inn/en	Karimi, Mohammad N.; Ashkani, Parisa
Titel	Situation-Model Representations of Conflicting Textual Information in L2 Readers: The Effects of Prior Beliefs and L2 Proficiency
Quelle	In: Language Awareness, 32 (2023) 2, S.323-341 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karimi, Mohammad N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2022.2091583
Schlagwörter	Second Language Learning; Second Language Instruction; Models; Task Analysis; Information Sources; Language Proficiency; Reading Processes; Student Attitudes; Beliefs; Schemata (Cognition); Logical Thinking; Reading Materials; Conflict; Recognition (Psychology); Bias; Reading Instruction; English (Second Language); College Freshmen; Teaching Methods; Grammar; Likert Scales; Placement Tests; Language Tests + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Analogiemodell; Aufgabenanalyse; Information source; Informationsquelle; Language skill; Language skills; Sprachkompetenz; Leseprozess; Schülerverhalten; Belief; Glaube; Cognition; Schema; Kognition; Konflikt; Recognition; Wiedererkennen; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Likert-Skala; Language test; Sprachtest
Abstract	In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers' mental representations of controversial information are assumed to be biased towards their pre-existing beliefs (text-belief consistency effect). This study extends earlier research on the effect to L2 reading contexts and examines whether L2 readers' prior beliefs affect their situation-model representations of documents that present opposing standpoints on an established controversy in language education: inductive vs. deductive approaches. Additionally, we examined whether the readers' strength of situation-model representations is affected by their proficiency level and whether proficiency moderates the effect. Fifty-eight readers read texts that presented conflicting perspectives on the controversy. A recognition task was used to assess the strength of their situation-model representations. The results revealed that readers' mental representations of the documents were biased towards the perspectives that aligned with their pre-existing beliefs on the controversy. The results further revealed a strong significant effect for L2 proficiency on the strength of the situation-model representations of the texts. However, proficiency failed to moderate the text-belief consistency effect that readers displayed when reading the controversial textual information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01