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ERIC Number: EJ1157548
Record Type: Journal
Publication Date: 2017-Oct
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1539-0578
Learning from Expository Text in L2 Reading: Memory for Causal Relations and L2 Reading Proficiency
Hosoda, Masaya
Reading in a Foreign Language, v29 n2 p245-263 Oct 2017
This study explored the relation between second-language (L2) readers' memory for causal relations and their learning outcomes from expository text. Japanese students of English as a foreign language (EFL) with high and low L2 reading proficiency read an expository text. They completed a causal question and a problem-solving test as measures of memory for causal relations and learning from the text, respectively. It was found that memory for causal relations contributed to text learning in high-proficiency readers, but not in low-proficiency readers. The quantitative and qualitative analysis of causal question answers revealed that low-proficiency readers recalled fewer causal relations and made more incorrect inferences than high-proficiency ones. Additionally, low proficiency readers tended to perform the problem solving using inappropriate causal sequences and irrelevant information. These findings suggest that low-proficiency readers struggled with processes at both text base and situation-model levels; consequently, they failed to learn causal relations in the text as knowledge.
Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan