作業記憶とL2読解Threshold仮説の考察 : 日本人ESL学習者に対する検証結果から

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This paper attempts to examine in what kind of relationship the processing and storage components in working memory operate in L2 visual sentence-comprehension. Two notions from L1 reading studies - capacity theory and trace-decay hypothesis - are considered as distinctive arguments here; the conceptual basis of the former is resource-sharing between two components following the principle of a trade-off relationship, and the latter is based on resource-switching with the assumption of trace-decay. Reaction times for gender-mismatch detection in self-paced reading task were analysed to investigate the relation between the two components. Two types of data analyses - mixed-design ANOVA and correlation coefficient - suggested that there was a simple forgetting in proportion to the reading rate rather than a trade-off between information maintenance and processing difficulty. This argument is further discussed in relation to the L2 reading threshold hypothesis with the assumption that the interference resulted from resource-demanding language processing in L2 causes the information decay, which could as a result impair the whole comprehension process. Implications for L2 reading pedagogy are discussed in the conclusion.
全国英語教育学会の論文