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 textbase and situation-model levels; consequently, they failed to learn causal relations in the text as knowledge.
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Previous issue date: 2017-10
endingpage:
263
identifier.doi:
10125/66915
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66915
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
Methods and Materials
site_url:
/rfl/item/378
startingpage:
245
subject:
L2 reading expository text situation models causal relations learning from text L2 reading proficiency
title:
Learning from expository text in L2 reading: Memory for casual relations and L2 reading proficiency
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