Predictive power of L2-English working memory capacity for L2 reading comprehension
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The aim of the present study is to investigate the contribution of L2 working memory capacity along with L1 working memory capacity, L2 linguistic knowledge, and L1 reading comprehension to L2 reading comprehension of Korean adult EFL learners and to investigate which factors predict L2 reading comprehension. It also aims to examine the predictive powers of such factors by L2 linguistic knowledge levels and L1 reading comprehension levels. To that end, 80 undergraduate and graduate school students performed a battery of tests: (a) reading comprehension tests in L1 and L2; (b) reading span tasks as a measure of working memory capacity in L1 and L2; and (c) L2 linguistic knowledge tests including vocabulary and grammar tests. The results of regression analyses revealed that L2 working memory capacity was found to be the strongest predictor of L2 reading comprehension followed by L1 reading comprehension. For participants with high L2 linguistic knowledge, L1 reading comprehension accounted for 43.3% of the variance and L2 working memory capacity explained 7% of the variance in L2 reading comprehension. For participants with high L1 reading comprehension, L2 linguistic knowledge explained 35.6% of the variance in L2 reading comprehension. For participants with low L2 linguistic knowledge or low L1 reading comprehension, L2 working memory capacity emerged as the sole significant predictor of L2 reading comprehension. These findings support the Linguistic Threshold Hypothesis (Cummins, 1976) proposing that a threshold level of L2 linguistic ability is required in order for L1 reading skills to transfer to L2 reading.
Abstract
The aim of the present study is to investigate the contribution of L2 working memory capacity along with L1 working memory capacity, L2 linguistic knowledge, and L1 reading comprehension to L2 reading comprehension of Korean adult EFL learners and to investigate which factors predict L2 reading comprehension. It also aims to examine the predictive powers of such factors by L2 linguistic knowledge levels and L1 reading comprehension levels. To that end, 80 undergraduate and graduate school students performed a battery of tests: (a) reading comprehension tests in L1 and L2; (b) reading span tasks as a measure of working memory capacity in L1 and L2; and (c) L2 linguistic knowledge tests including vocabulary and grammar tests. The results of regression analyses revealed that L2 working memory capacity was found to be the strongest predictor of L2 reading comprehension followed by L1 reading comprehension. For participants with high L2 linguistic knowledge, L1 reading comprehension accounted for 43.3% of the variance and L2 working memory capacity explained 7% of the variance in L2 reading comprehension. For participants with high L1 reading comprehension, L2 linguistic knowledge explained 35.6% of the variance in L2 reading comprehension. For participants with low L2 linguistic knowledge or low L1 reading comprehension, L2 working memory capacity emerged as the sole significant predictor of L2 reading comprehension. These findings support the Linguistic Threshold Hypothesis (Cummins, 1976) proposing that a threshold level of L2 linguistic ability is required in order for L1 reading skills to transfer to L2 reading.
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