Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

Autor/inn/en	Alptekin, Cem; Ercetin, Gulcan
Titel	Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 45 (2011) 2, S.235-266 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Reading Comprehension; Familiarity; Short Term Memory; Second Language Learning; College Students; Foreign Countries; Advanced Students; English (Second Language); Second Language Instruction; Reading Tests; Multiple Choice Tests; Inferences; Test Construction; Turkey + Suchen Sie Ihr Suchwort? Leseverstehen; Kurzzeitgedächtnis; Zweitsprachenerwerb; Collegestudent; Ausland; Fortgeschrittener; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lesetest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Inference; Inferenz; Testaufbau; Türkei
Abstract	This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through "nativization" of a narrative, that is, textual and contextual modification to reflect the reader's own culture. After completing the reading span test, the participants were randomly divided into two groups, one being exposed to the original text and the other to the nativized version. They then answered multiple-choice comprehension questions aiming to check literal and inferential comprehension. The results revealed independent and additive effects of working memory capacity and content familiarity on inferential comprehension. No effects were observed on literal understanding. These findings have implications for the design of assessment instruments in L2 reading comprehension. (Contains 1 figure, 3 tables and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10