The Influence of L1 and L2 Reading Proficiency of Korean EFL Readers on English Narrative Text Comprehension: Focusing on Temporal and Spatial Dimensions of the Event-Indexing Model
한국인 학습자의 영어 내러티브 텍스트 이해에 미치는 모국어 및 제2언어 읽기 능력의 영향: 이벤트-인덱싱 모델의 시간 및 공간적 차원을 중심으로

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사범대학 외국어교육과
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서울대학교 대학원
L2 situation modelthe event-indexing modeltemporal shiftspatial shiftL2 reading proficiencyL1 reading proficiency
학위논문 (박사)-- 서울대학교 대학원 : 외국어교육과 영어전공, 2016. 8. 이병민.
Success in reading comprehension involves not only linguistic and propositional information, but a reader’s active engagement with his or her prior knowledge. While reading, the reader needs to keep building a coherent mental representation or situation models by understanding what the text is about. In the process, the reader incorporates the current model into the integrated model by connectingincoming new information with his or her existing knowledge. This process is called integration or updating (Kintsch, 1998
van Dijk & Kintsch, 1983
Zwaan & Radvansky, 1998). This integration or updating process continues on to the representation of a coherent imagewhich is denoted as the situation model for the entire text at the end. Thus, the key to successful reading comprehension lies in how well the reader constructs concrete and sound situation models while reading the text as the writer intended(van Dijk & Kintsch, 1983
Zwaan & Radvansky, 1998). The evidence that readers construct situation models has been provided by numerous L1 reading researchers up to date. For L2 reading, however, the attempts are still very scarce and limited in terms of finding out what actually happensduring the process of L2 reading.Moreover, it is unclear whether L2 readers undergo the same processes of comprehension as L1 readers. If that is the case, how L1 and L2 reading proficiency affects the construction of situation models in L2 could be the next significant issue to consider. With these points in mind, the dissertation investigated L2 readers’ actual cognitive behaviors while reading narrative texts in L1 and L2, and more specifically,the impact of L1 and L2 reading proficiency on L2 comprehension, focusing on the temporal and spatial dimensions of situation models. For the temporal dimension, reading times of 134 L2 readers were analyzed on the three temporal shift conditions—a moment later, an hour later, and a day later, among which the final condition represents the most inconsistent time shift within the text. A series of one-way or mixed ANOVAs revealed that L2 readers of higher level proficiency were found to track and understand such temporal information. With respect to the relative influence of L1 reading proficiency in combination with L2 reading proficiency, the relative contribution of L1 was confirmed: L2 readers who possessed a lower level of L2 reading proficiency and higher level of L1 reading proficiency were found to demonstrate a better understanding of the temporal information, compared to the other L2 lower groupwith a lower level of L1 reading proficiency. As for less successful L2 readers, their failure to construct L2 temporal dimension of the situation model was found to be due to L2 language ability, not their comprehension skills in L1. Lastly, the comparison between L1 and L2 situation model construction revealed a similarity between the two languages in successful understanding of the temporal information, except for the processing of the time adverbials, Moment and Hour. In order to investigate the spatial dimension, 149 L2 readers’ reading times were analyzed by the two broad conditions according to where the spatial shift occurs, close or distant from the first location information. Under these two locational conditions, reading times between consistent and inconsistent spatial shifts were examined. As a result, L2 readers were found not to reach the level of the situation model for spatial information in L2 narrative texts. More precisely, only the most proficient L2 readers could build up the textbase level of representation, whereas readers of the other proficiency levels were not able to significantly reach this level. Specifically, the lower-level L2 readers were not found to detect the spatial information even when two inconsistent pieces of information co-occurred in active memory. However, in their L1 narrative text reading, they demonstrated understanding at the textbase level similar to the other readers, which confirmed that L2 reading largely depends on L2 language ability. Comparing L1 and L2 for spatial shift, in both languages, readers did not reach the level of the situation model, but they did reach the textbase level. The dissertation suggests several theoretical and pedagogical implications for L2 reading. The current study implies the need to focus on the process of constructing a coherent mental representation in English reading instruction and practice, in conjunction with developing lower-level skills such as word or grammatical knowledge. In addition, in order to cultivate well-balanced L2 readers, it is desirable to provide them with opportunities to experience reading materials that are long enough and cover a variety of topics.
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College of Education (사범대학)Dept. of Foreign Language Education (외국어교육과)English Language (영어전공)Theses (Master's Degree_영어전공)
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