Transfer of Reading Comprehension Skills to L2 is Linked to Mental Representations of Text and to L2 Working Memory
Transfer of Reading Comprehension Skills to L2 is Linked to Mental Representations of Text and to L2 Working Memory
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将阅读理解技能迁移到第二语言与文本的心理表征和第二语言工作记忆相关
DOI：
10.1093/applin/25.3.315
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发表时间：
2004
影响因子：
3.6
通讯作者：
Catherine Walter
中科院分区：
文献类型：
--
作者：
Catherine Walter
本文从认知心理学的角度探讨了阅读理解技能从母语向二语迁移的两个概念：（1）理解者通过建立表征文本的心理结构来完成阅读理解的概念;（2）工作记忆的概念。两组法语英语学习者（中上和中下熟练程度）参加了这项研究：两组成员都精通L1法语，但他们在L2英语中理解文本的能力不同，即使中下水平的学习者在处理这些文本的单个句子时没有问题。在两个距离条件下的亲形式决议的性能提供了强有力的支持的假设，即中低组未能转移到L2的能力，建立结构良好的心理表征的文本，而中上组成功地转移这种能力。这种结构构建能力反过来又与L2中工作记忆的发展有关。
Two notions from cognitive psychology were examined in relation to the transfer of reading comprehension skills from L1 to L2: (1) the notion that reading comprehension proceeds by the comprehender's building of a mental structure representing the text and (2) the notion of working memory. Two groups of French learners of English (at upper-intermediate and lower-intermediate proficiency levels) participated in the study: members of both groups were proficient comprehenders in L1 French, but they differed in their ability to comprehend texts in L2 English, even when the lower-intermediate learners had no problem in processing the individual sentences of those texts. Performance in pro-form resolution in two distance conditions provided strong support for the hypothesis that the lower-intermediate group had failed to transfer to L2 the ability to build well-structured mental representations of texts, while the upper-intermediate group had succeeded in transferring this ability. This structure-building ability was in turn linked to the development of working memory in L2.