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Text recall and use of advance organisers in first and second language
Studies in Second Language Acquisition ( IF 4.730 ) Pub Date : 2022-04-19 , DOI: 10.1017/s0272263122000109
Sara Dhaene 1 , Evy Woumans 2
Affiliation  

Previous research identified that studying texts in a second language (L2) as opposed to the first (L1) results in substantially weaker recall. We hypothesized that use of advance organizers (AOs) might attenuate this L2 recall cost by supporting L2 users in the construction of more solid memory representations. One hundred Dutch-English bilinguals studied two texts in either L1 or L2, and with or without the help of a mind map. The previously reported L2 cost was replicated, with lower recall scores in L2 relative to L1. Whereas L1 and L2 students were equally aided by AO use, the initial cost dissipated when comparing L2 test scores in the AO condition with those of L1 in the non-AO condition. We therefore conclude that employing AOs does not entirely diminish L2 disadvantages but brings L2 students up to the initial level of L1 students.



中文翻译:

第一语言和第二语言的文本回忆和高级组织者的使用

先前的研究表明,与第一语言 (L1) 相比,以第二语言 (L2) 学习文本会导致回忆显着变弱。我们假设使用高级组织者 (AO) 可能会通过支持 L2 用户构建更可靠的记忆表征来降低 L2 召回成本。一百名荷兰语-英语双语者学习了 L1 或 L2 的两篇文章,有或没有思维导图的帮助。先前报告的 L2 成本被复制,L2 的召回分数低于 L1。尽管 L1 和 L2 学生在 AO 使用方面得到了同样的帮助,但在将 AO 条件下的 L2 测试分数与非 AO 条件下的 L1 测试分数进行比较时,初始成本消散了。因此,我们得出结论,使用 AO 并不能完全减少 L2 的劣势,而是将 L2 学生提高到 L1 学生的初始水平。

更新日期:2022-04-19
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