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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.1
- 수록면
- 900 - 914 (15page)
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In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.
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참고문헌 (68)
참고문헌 신청
Ahmadian, M. J. / 2012 / The relationship between working memory capacity and L2 oral performance under task-based careful online planning condition / TESOL Quarterly 46:165~175
Ahmadi, M. R. / 2013 / The importance of metacognitive reading strategy awareness in reading comprehension / English Language Teaching 6(10):234~244
Alptekin, C. / 2009 / Assessing the relationship of working memory to L2 reading: Does the nature of comprehension process and reading span task make a difference? / System 37:627~639
Alptekin, C. / 2010 / The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading / Journal of Research in Reading 33:206~219
Alptekin, C. / 2011 / Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading / TESOL Quarterly 45:235~266
Ahmadi, M. R. / 2013 / The importance of metacognitive reading strategy awareness in reading comprehension / English Language Teaching 6(10):234~244
Alptekin, C. / 2009 / Assessing the relationship of working memory to L2 reading: Does the nature of comprehension process and reading span task make a difference? / System 37:627~639
Alptekin, C. / 2010 / The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading / Journal of Research in Reading 33:206~219
Alptekin, C. / 2011 / Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading / TESOL Quarterly 45:235~266
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