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The Effects of Meta-cognitive Strategies, Working Memory Capacity and Syntactic Awareness on L2 Reading Comprehension
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논문 기본 정보

Type
Academic journal
Author
Journal
범태평양응용언어학회 Journal of Pan-Pacific Association of Applied Linguistics Journal of Pan-Pacific Association of Applied Linguistics 제22권 제2호 KCI Accredited Journals
Published
2018.1
Pages
87 - 112 (26page)

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The Effects of Meta-cognitive Strategies, Working Memory Capacity and Syntactic Awareness on L2 Reading Comprehension
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The present study explores the effects of meta-cognitive strategies, working memory capacity (WMC), and syntactic awareness on Chinese EFL learners’ L2 reading comprehension. One hundred and sixty-seven Chinese college students who were enrolled in the required English class, aged from 19 to 21 years, participated in this study. A questionnaire related to meta-cognitive strategies, a reading span test, a syntactic knowledge test, and a reading comprehension test were administered to the participants to collect data. Descriptive statistics, one-way ANOVA, a correlation analysis, and a multiple regression were used to analyze the data. Results showed that there were significant differences in meta-cognitive strategy use, working memory capacity, and syntactic awareness among three groups of differing English reading abilities. Syntactic awareness was the most strongly correlated with reading comprehension. The result of a regression analysis indicated that meta-cogitation, WMC, and syntactic awareness all showed a statistically significant prediction for L2 reading comprehension. Accordingly, the results suggest that instruction for developing reading comprehension should prioritize syntactic awareness, and then focus on the activation of WMC together with the use of reading strategies for successful reading comprehension. From the results, some practical implications to effectively improve L2 reading comprehension are provided at the end.

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References (74)

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Ahmadi, M. R / 2013 / The Importance of Meta-cognitive Reading Strategy Awareness in Reading Comprehension / English Language Teaching 6(10):235~244 google schola Anglin, J. M / 1968 / The role of phrase structure in the recall of meaningful verbal material / Psychonomic Science 10(10):343~344 google schola An, S. Y / 2013 / Schema theory in reading / Theory and Practice in Language Studies 1(3):130~134 google schola Baddeley, A. D / 2003 / Working memory and language: An overview / Journal of Communication Disorders 36(3):189~208 google schola Baddeley, A. D / 1986 / Working memory / Oxford University Press google schola

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