Exploring Literal and Inferential Reading Comprehension among L2 Adolescent Learners: The Roles of Working Memory Capacity, Syllogistic Inference, and L2 Linguistic Knowledge

Autor/in	Kim, Minkyung
Titel	Exploring Literal and Inferential Reading Comprehension among L2 Adolescent Learners: The Roles of Working Memory Capacity, Syllogistic Inference, and L2 Linguistic Knowledge
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 5, S.1085-1110 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Minkyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10320-3
Schlagwörter	Inferences; Reading Comprehension; Second Language Learning; English (Second Language); Short Term Memory; Adolescents; Foreign Countries; Secondary School Students; Grade 9; Native Language; Language Proficiency; South Korea + Suchen Sie Ihr Suchwort? Inference; Inferenz; Leseverstehen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kurzzeitgedächtnis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Language skill; Language skills; Sprachkompetenz; Korea; Republik
Abstract	Adopting a cognitive perspective, this study examined roles of working memory capacity (WMC), first language (L1) syllogistic inferencing, and second language (L2) linguistic knowledge on literal and inferential understanding of L2 reading comprehension in adolescent L2 learners. Participants were 193 Korean ninth-grade learners of English. The results indicated that L2 linguistic knowledge had a paramount role in explaining literal and inferential understanding of L2 reading. Results also showed that greater WMC facilitated L2 literal reading comprehension for L2 learners with lower L2 linguistic knowledge. Better L1 syllogistic inferencing skills facilitated L2 inferential reading comprehension for L2 learners with lower WMC and lower L2 linguistic knowledge. In addition, WMC had indirect impacts on L2 reading comprehension primarily through L2 linguistic knowledge, which indicates that WMC may lead to better L2 reading comprehension, but only when learners also have greater L2 linguistic knowledge. Overall, this study suggests the different roles of cognitive resources on L2 reading comprehension depending on reader characteristics and reading subdomains and highlight the importance of examining how cognitive resources influence L2 reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01