Textual enhancements or interference? Inserted adjuncts and L2 reading with intermediate language learners

Abstract

Abstract Reading comprehension techniques, specifically inserted adjunct questions, for second language (L2) learners have not been investigated extensively, but the extant research has produced mixed results. Specifically, in some studies adjunct questions have had no effect, whereas in other studies adjunct questions have proven beneficial. The present study, therefore, attempted to reconcile the differences by clarifying instructions (to write the responses to the questions) and utilizing intermediate-level Spanish students (rather than advanced). Ninety-six intermediate Spanish students read two texts and answered either targeted segment questions (“what” questions), elaborative interrogation questions (“why” questions), or did not answer questions. Finally, a free recall task and multiple choice questions were administered. The targeted segment questions resulted in decreased performance on the recall task for both passages and had no effect on the multiple choice questions. The elaborative interrogation questions appeared to negatively affect recall, but the decrease was not significant. There was also no effect on multiple choice questions. The results of this study indicate that inserted adjunct questions are not beneficial for intermediate learners of Spanish reading an L2 text.