On the use of the immediate recall task as a measure of second language reading comprehension
On the use of the immediate recall task as a measure of second language reading comprehension
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关于使用即时回忆任务作为第二语言阅读理解的衡量标准
DOI：
10.1191/0265532206lt340oa
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发表时间：
2006
期刊：
影响因子：
4.1
通讯作者：
Yuh‐Fang Chang
中科院分区：
文献类型：
--
作者：
Yuh‐Fang Chang
即时书面回忆任务是一种广泛应用于第一语言（L1）和第二语言（L2）阅读理解的测试方法，因其直接性和综合性的特点而受到人们的推崇。然而，有人批评它需要记忆。记忆的要求是否以及如何使我们对读者理解的理解产生偏差，这一点还没有得到探讨。本研究比较了读者在即时回忆和翻译任务中的表现，以探讨记忆对读者回忆的影响。97名大学生参加了这项研究。所有参与者都是以汉语为母语的人，年龄从20岁到22岁不等。结果表明，翻译任务比即时回忆任务产生了更多的理解证据，这表明回忆任务中对记忆的要求阻碍了考生充分展示他们对阅读文章的理解能力。研究结果还表明，学习者在即时回忆和翻译任务中的表现存在显著差异，这种差异跨越了主题和水平的影响。
The immediate written recall task, a widely used measure of both first language (L1) and second language (L2) reading comprehension, has been advocated over traditional test methods such as multiple choice, cloze tests and open-ended questions because it is a direct and integrative assessment task. It has been, however, criticized as requiring memory. Whether and how the requirement of memory biases our understanding of readers’ comprehension remains unexplored. This study compares readers’ performance on the immediate recall and a translation task in order to explore the effect of memory on readers’ recall. Ninety-seven college students participated in this study. All participants were native speakers of Mandarin Chinese whose ages ranged from 20 to 22. The results showed that the translation task yielded significantly more evidence of comprehension than did the immediate recall task, which indicates that the requirement of memory in the recall task hinders test-takers’ ability to demonstrate fully their comprehension of the reading passage. The results also showed that the significant difference found in learners’ performance between the immediate recall and the translation task spanned the effect of topics and proficiency levels.
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W