Text recall and use of advance organisers in first and second language

Abstract

Previous research identified that studying texts in a second language (L2) as opposed to the first (L1) results in substantially weaker recall. We hypothesized that use of advance organizers (AOs) might attenuate this L2 recall cost by supporting L2 users in the construction of more solid memory representations. One hundred Dutch-English bilinguals studied two texts in either L1 or L2, and with or without the help of a mind map. The previously reported L2 cost was replicated, with lower recall scores in L2 relative to L1. Whereas L1 and L2 students were equally aided by AO use, the initial cost dissipated when comparing L2 test scores in the AO condition with those of L1 in the non-AO condition. We therefore conclude that employing AOs does not entirely diminish L2 disadvantages but brings L2 students up to the initial level of L1 students.

How useful are native language tests for research with advanced second language users?

“…As with other non-native students, English proficiency increases throughout the years of post-secondary education (McCarron, & Kuperman, 2022), in particular when study materials are in English. The students are capable of studying in English, but need more time to do so (Table 3; see also Dirix et al, 2020;Kuperman et al, 2022) and perform worse in recall exams, such as essay writing (de Vos et al, 2020;Dhaene, & Woumans, 2023;.…”