Abstract
This study investigates the effects of vocabulary knowledge and field independence on second language (L2) reading comprehension. The study focuses on two reading dimensions: literal understanding and inferential comprehension. The study also investigates the extent to which the role of vocabulary knowledge and field independence varies across L2 proficiency levels. The participants were 102 Japanese EFL learners. They completed the L2 reading comprehension test, vocabulary level test, and modified group embedded figures test. The results showed that vocabulary knowledge was more predictive of L2 reading performance than field independence.
Vocabulary knowledge and field independence were more strongly associated with L2 reading comprehension in the higher proficiency group than in the lower proficiency group. More specifically, the degree of field independence still accounted for the unique variance in literal comprehension in L2 reading after adjusting for L2 vocabulary knowledge in the higher proficiency group. The results suggest that the role of field independence in L2 reading test performance was affected by L2 readers’ proficiency and reading task characteristics. These findings highlight the role of field independence as an important construct of cognitive abilities affecting L2 reading comprehension.
