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Working Memory Capacity, Vocabulary Knowledge, and Reading Comprehension of EFL Learners

최성묵
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2013.03|영어교육연구 (English Language Teaching)|제25권 제1호|pp. 25-42|DOI 10.17936/pkelt.2013.25.1.002

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참고문헌

키워드

working memoryreading comprehensionvocabularyreading spaninferential comprehensionliteral comprehension
주제분류영어와문학

초록

This study examined the combined and relative predictive powers of working memory capacity (WMC) and vocabulary knowledge in literal and inferential reading comprehension of English as a foreign language (EFL) learners. To that end, forty-six university students in Korea performed a battery of tests: (a) the reading span task as a measure of WMC; (b) the Nelson-Denny Comprehension Test; and (c) the Vocabulary Test. Results showed that WMC and vocabulary knowledge accounted for 21.7% of the variance in literal reading comprehension scores with a medium effect size. With regard to inferential reading comprehension, vocabulary knowledge alone explained 33.1% of the variance with a large effect size. Concerning relative predictive values, WMC was more useful than vocabulary knowledge in explaining literal reading comprehension performance, whereas in inferential reading comprehension, text-specific vocabulary knowledge was the only significant predictor.

Abstract

This study examined the combined and relative predictive powers of working memory capacity (WMC) and vocabulary knowledge in literal and inferential reading comprehension of English as a foreign language (EFL) learners. To that end, forty-six university students in Korea performed a battery of tests: (a) the reading span task as a measure of WMC; (b) the Nelson-Denny Comprehension Test; and (c) the Vocabulary Test. Results showed that WMC and vocabulary knowledge accounted for 21.7% of the variance in literal reading comprehension scores with a medium effect size. With regard to inferential reading comprehension, vocabulary knowledge alone explained 33.1% of the variance with a large effect size. Concerning relative predictive values, WMC was more useful than vocabulary knowledge in explaining literal reading comprehension performance, whereas in inferential reading comprehension, text-specific vocabulary knowledge was the only significant predictor.

참고문헌 (46)

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관련 논문AI추천

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