Investigating EFL Learners' Mental Representations with the Verb-Clustering Test

Abstract

Although many studies assume that the construction of situation models is essential for reading comprehension, few of them have examined EFL learners' reading process from the perspective of situation models. This study investigated the situation models of EFL readers with the verb-clustering test which is used in the event-indexing model paradigm. (Zwaan, Langston, Graesser, 1995). The event-indexing model paradigm is highly recommended for classroom instruction because it refers to elements for the development of elaborate situation models. The verb-clustering test is one way which examines situation models of readers. It is thought to be useful because one can investigate learners' situation models without disturbing them (Iseki & Kawasaki, 2006). Furthermore this test is effective for classrooms because it does not take much time to administer and it allows teachers to examine the reading processes of L2 learners. This study investigated the situation models of L2 readers with the test. A total of 122 high school students participated in this study. They read a short narrative text and took the verb-clustering test. They were divided into two groups based on their language proficiency. The result of this study showed that the construction of L2 situation models that are comparable to those of LI demands a high degree of language proficiency, which is supported by Zwaan and Brown (1996). This study also suggested that the pre-reading instructions had different effects on situation models depending on learners' language proficiency. Given instructions, good readers could construct more elaborate situation models in contrast to poor readers, who could not.