Relative Contribution of Working Memory Capacity to L2 Reading Comprehension
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초록
The aim of the present study is to explore the relative contribution of working memorycapacity to second language reading comprehension of Korean college students incomparison with L1 reading comprehension ability, L2 vocabulary knowledge, and L2grammatical knowledge. Further, it attempts to examine whether the role played byworking memory span differs depending on the proficiency levels of L2 learners. Thestudy was conducted with 78 L2 learners of English who were classified into twodifferent groups―a low-proficiency and a high-proficiency group—according to theirEnglish proficiency levels. The results of a step-wise multiple regression analysisrevealed that working memory capacity made a significant contribution to L2 readingcomprehension of advanced users of English above and beyond other variables;working memory capacity alone explained around 37.9% of the variance in L2 readingcomprehension. However, for the low-proficiency group, vocabulary knowledgeexplained a larger variance in L2 reading comprehension. The findings from the studysuggest that as L2 learners become more competent users of English, working memoryspan emerges as a more direct predictor of L2 reading comprehension.
Abstract
The aim of the present study is to explore the relative contribution of working memorycapacity to second language reading comprehension of Korean college students incomparison with L1 reading comprehension ability, L2 vocabulary knowledge, and L2grammatical knowledge. Further, it attempts to examine whether the role played byworking memory span differs depending on the proficiency levels of L2 learners. Thestudy was conducted with 78 L2 learners of English who were classified into twodifferent groups―a low-proficiency and a high-proficiency group—according to theirEnglish proficiency levels. The results of a step-wise multiple regression analysisrevealed that working memory capacity made a significant contribution to L2 readingcomprehension of advanced users of English above and beyond other variables;working memory capacity alone explained around 37.9% of the variance in L2 readingcomprehension. However, for the low-proficiency group, vocabulary knowledgeexplained a larger variance in L2 reading comprehension. The findings from the studysuggest that as L2 learners become more competent users of English, working memoryspan emerges as a more direct predictor of L2 reading comprehension.
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