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Input Types, Language Proficiency, and Working Memory

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The present study investigated the relative effects of three different types of written texts (genuine, simplified, and elaborated) on L2 learners’ reading comprehension. Two potential variables, language proficiency and working memory (WM), were also examined in terms of their mediating role in the efficacy of text modification on comprehension. Korean EFL high school learners from three intact classes participated in this quasi-experimental study. Eight genuine articles were selected for two types of modification, simplification and elaboration. Three groups, each of which read one of three versions, were compared with regard to their reading comprehension, WM measured via an operation span task, and proficiency as reflected in a mock/sample test administered earlier. Results showed somewhat negative effects of elaboration, no significant association between WM and reading comprehension, and some role of proficiency in reading genuine texts. These results are discussed in terms of learner characteristics, research design, and previous findings.

Abstract

The present study investigated the relative effects of three different types of written texts (genuine, simplified, and elaborated) on L2 learners’ reading comprehension. Two potential variables, language proficiency and working memory (WM), were also examined in terms of their mediating role in the efficacy of text modification on comprehension. Korean EFL high school learners from three intact classes participated in this quasi-experimental study. Eight genuine articles were selected for two types of modification, simplification and elaboration. Three groups, each of which read one of three versions, were compared with regard to their reading comprehension, WM measured via an operation span task, and proficiency as reflected in a mock/sample test administered earlier. Results showed somewhat negative effects of elaboration, no significant association between WM and reading comprehension, and some role of proficiency in reading genuine texts. These results are discussed in terms of learner characteristics, research design, and previous findings.

참고문헌 (53)

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