Text Difficulty,Working Memory Capacity and Mind Wandering During Chinese EFL Learners’Reading

This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.

动结式“V+Rv”带宾语情况考察

文章从V在自主 /非自主这一语义特征上存在的对立入手 ,引入原型概念 ,从而统一解决了动结式“V +Rv”能否带宾语的问题。文章认为如果V是典型的自主动词 ,“V +Rv”带宾语 ;如果V是典型的非自主动词 ,“V +Rv”不能带宾语 ;如果V位于典型的自主动词与典型的非自主动词之间 ,“V+Rv”能否带宾语会随V所具有的自主特征的多少而变化 ,即如果V所具有的自主特征越多 ,“V +Rv”带宾语的可能性越大 ,反之亦然。