Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi-level representational architecture. This study differentiates itself from previous research in that it investigates the relationship of both L1 and L2 reading spans to L2 reading comprehension, while taking into account two reading dimensions, namely, literal understanding and inferential comprehension. Findings reveal no significant difference between L1 and L2 storage capacities, although task processing in L1 is more accurate compared to that in L2. Generally, L1 and L2 processing tasks correlate positively as do L1 and L2 storage tasks. Finally, only L2 reading span has a meaningful relationship with L2 inferential comprehension.In a broad sense, working memory (WM) is needed in a wide variety of cognitive operations that require controlled processing. With its dual functions of processing and storage, it is characterised by executive attention procedures, and is a limited-capacity system that is necessary for conducting numerous linguistic and conceptual tasks (Just & Carpenter, 1992). These include context-based vocabulary learning (Despite some differences of opinion regarding the operationalisation of WM capacity, span tasks (counting span, operation span and reading span) seem to be the most widely acknowledged measures for assessing WM, as they are found to have satisfactory validity and reliability (Conway et al., 2005). Span tasks involve a dual-task paradigm, which combines a memory span measure with a concurrent processing task. Based on the notion of a trade-off between processing and storage as interdependent components, they operate on the assumption that an increase in the amount of processing demands leads to a decrease in the number of storage items and vice versa. 1 In the case of reading, what is commonly used to measure WM capacity is the sentence-based reading span test (RST), although other span tests (e.g. operation span
This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativization of a narrative, that is, textual and contextual modification to reflect the reader's own culture. After completing the reading span test, the participants were randomly divided into two groups, one being exposed to the original text and the other to the nativized version. They then answered multiplechoice comprehension questions aiming to check literal and inferential comprehension. The results revealed independent and additive effects of working memory capacity and content familiarity on inferential comprehension. No effects were observed on literal understanding. These findings have implications for the design of assessment instruments in L2 reading comprehension.
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