Text-based recall and extra-textual generations resulting from simplified and authentic texts
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2016-04
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
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28
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1
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1
Ending Page
19
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Abstract
This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of text-based propositions recalled: More proficient readers recalled more propositions. However, text level was a stronger predictor of propositional recall than reading proficiency. LME models also revealed main effects for language proficiency and text level on the number of extra-textual propositions produced. Text level, however, emerged as a stronger predictor than language proficiency. Post-hoc analyses indicated that there were more irrelevant elaborations for authentic texts and intermediate and authentic texts led to a greater number of relevant elaborations compared to beginning texts.
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text readability, text comprehension, L2 reading, text simplification
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