Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

Abstract

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.

Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment

“…In addition, the RST scores in English were found to correlate with RST scores in the L1 (Alptekin & Erçetin, 2010), in line with previous research indicating that WM capacity is independent of particular languages (Osaka & Osaka, 1992;Osaka, Osaka, & Groner, 1993). The test scores were also found to correlate with reading comprehension scores (Alptekin & Erçetin, 2011), providing evidence for the predictive validity of the test. on the questions Mayer (2009) presented, in terms of content, wording, and design.…”

“…This could be attributed to text length and self-paced presentation. In other words, the length of the text being much shorter in the current study compared to the previous studies (e.g., Alptekin & Erçetin, 2011) and the self-paced nature of the task might have increased the chances of reviewing for the reading groups thereby balancing both their performance levels and their perceived amounts of cognitive load. Such an assumption appears to be plausible given that the modality effect may disappear under self-pacing (e.g., Sweller et al, 2011;Wouters et al, 2009).…”

Compreensão leitora em inglês no ENEM: desvelando processos de inferência

“…It is necessary to mention that teachers have a fundamental role in teaching grammar and vocabulary (literal comprehension skills of parsing and lexical access, respectively), so that learners can devote more attentional resources to higher-level processes of inferential comprehension (Alptekin and Erçetin, 2011).…”

“…In order to construct the microstructure of the text, inferences are necessary to form a coherent microstructure (Alptekin and Erçetin, 2011;Kinstch and van Dijk, 1978;Kinstch and Rawson, 2007). The microstrucure is not "loose in itself"; it must belong into to higher-order units, namely the macrostructure of the text.…”

International Perspectives on Teaching English to Young Learners

“…Chiappe and Siegel 1999). But on the other hand, some researchers have revealed that NL skills enhance the development of reading skills in the FL in domains such as word readings, spelling, vocabulary, reading comprehension and reading strategies (Alptekin and Ercetin 2011;Nation 2001). Even more pointedly, they have suggested that FL learners need only have reached a certain vocabulary threshold (about 8000 words) for comprehension to increase naturally when there is cognate support from their NL, that is, when the NL and FL are from the same root language (Martinez and Murphy 2011).…”