二语学习者工作记忆和英语阅读水平关系的实证研究

An Empirical Study on the Relationship Between Working Memory and English Reading Proficiency of Second Language Learners

工作记忆对于二语学习者阅读水平的作用已被广泛研究,但是工作记忆如何影响二语学习者阅读水平各次级层次能力尚不明确。以工作记忆任务N-back范式反应时为自变量,二语学习者英语阅读主旨题水平、细节题水平为因变量,考察不同英语水平学习者工作记忆对阅读水平各次级层次能力的影响。结果表明,N-back范式反应时的长短与学习者阅读水平相关,并且,高水平英语学习者高记忆负荷条件下N-back范式反应时与阅读主旨题水平显著相关。研究结果有助于加深对工作记忆如何影响二语学习者阅读水平的理解。

The impact of working memory on L2 reading proficiency has been widely studied. However, it is still unclear how working memory influences L2 reading information extraction abilities. This study aims to examine the effect of working memory on reading proficiency by treating N-back paradigm reaction time as independent variables and L2 English reading proficiency （main idea questions scores, details questions scores） as dependent variables. The results show that N-back paradigm reaction time correlates with L2 English reading proficiency. Additionally, under high memory load, higher proficiency learners, reaction time correlates significantly with the main idea questions scores. These findings help to further our understanding of the interrelationship between working memory and L2 reading proficiency.