背景知识如何影响第二语言阅读?眼动研究

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Applied Linguistics Pub Date : 2024-08-07 DOI:10.1111/ijal.12601
Na An, Clare Wright, Jun Wang
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引用次数: 0

摘要

人们普遍认为,读者对阅读主题的背景知识既会影响他们的阅读过程,也会影响他们对母语和第二语言的理解。然而,目前还不清楚读者的背景知识是否会具体影响阅读理解的准确性和阅读速度。与读者的第二语言语言知识相比,背景知识对第二语言阅读的促进程度也不清楚。此外,还需要确定一般背景知识、语言知识类型(如词汇或写作系统)和第二语言阅读能力之间相互作用的心理过程。本文使用汉语普通话文本,通过对 40 名以印欧语为第一语言的第二语言汉语学习者进行眼动研究来探讨这些问题。结果表明,L2 读者对文本的背景知识会对他们的阅读理解和阅读速度产生积极影响;然而,对后者的影响可能取决于主题。在更具挑战性的主题中,背景知识对阅读理解的贡献可能超过任何单一类型的语言知识,即使目标语言使用的是对认知要求更高的写作系统。建构-整合理论提出的联结主义观点被认为是目前发展第二语言阅读能力背后心理过程的最佳理论解释。基于这些发现,我们还考虑了教学方面的影响。
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How does background knowledge affect second language reading? An eye movement study

There is broad consensus that a reader's background knowledge on a reading topic affects both their reading processes and comprehension in their first language and also in a second language. However, it is unclear whether a reader's background knowledge specifically affects reading comprehension accuracy and reading rate. The extent to which background knowledge facilitates second language reading when compared to a reader's L2 linguistic knowledge is also unclear. Moreover, the mental process accounting for the interaction between general background knowledge, type of linguistic knowledge such as vocabulary or writing system, and L2 reading abilities also need to be identified. Using texts in Mandarin Chinese, this paper investigates these problems with an eye-movement study administered to 40 L2 Chinese learners with Indo-European L1s. Results illustrate that an L2 reader's background knowledge about the text can positively impact both their reading comprehension and reading rate; however, the influence on the latter could be topic-dependent. In more challenging topics, the contribution of background knowledge to reading comprehension could outweigh any single type of linguistic knowledge, even if the target language uses a more cognitively demanding writing system. The connectionist account proposed by the construction–integration theory is suggested to be currently the best theoretical explanation for the mental process behind developing second-language reading abilities. Pedagogical implications are also considered based on these findings.

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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
期刊最新文献
Issue Information The big global issues: Applied linguists and transdisciplinarity beyond SLA Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context Social presence and other individual differences in asynchronous English communication Unveiling the complexity of L2 learners’ emotions and emotion regulation: A retrodictive qualitative modeling study
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