EFL学習者のワーキングメモリ容量が異なる読みのモードの理解と認知負荷に与える影響

抄録

The present study investigates whether the working memory capacity of English as a foreign language (EFL) learners affects text comprehension and cognitive load among three reading modes (silent reading, listening-while-reading, and oral reading). Since the three reading modes require different input and output processing, one may assume that readers perceived different cognitive loads in each reading mode. In this study, 63 Japanese EFL learners took a reading span test to measure their working memory capacity, and read in one of the three reading modes, performing a written recall task as a measurement of comprehension. A questionnaire measured the learners' perceptual cognitive load during reading. The findings revealed that individual working memory capacity affected EFL reading comprehension regardless of reading modes, which reconfirms the importance of working memory capacity on EFL reading comprehension. However, the findings suggest that working memory capacity did not affect perceptual cognitive load: Learners with large working memory capacity perceived almost the same cognitive load as those with small capacity, but they were better at adequately allotting their cognitive resources. Finally, cognitive load results are related to text comprehension. This paper concludes with suggestions regarding adequate situations of introducing different reading modes.