Working memory in L2 reading comprehension: The influence of prior knowledge

Abstract

To distinguish the role of working memory in second language (L2) reading, the present study investigated the influence of readers' prior knowledge on the contribution of working memory to L2 reading comprehension. Participants were 80 Korean college EFL learners from various academic backgrounds. Two types of reader knowledge (i.e., L2 linguistic knowledge and topic knowledge) were elicited, and a reading span task was used to measure working memory capacity. The results indicated the contribution of working memory to L2 reading comprehension was affected by prior knowledge. Working memory significantly predicted L2 reading comprehension only when the readers had sufficient knowledge, especially knowledge of the topic in the given text. Otherwise, their comprehension performance was mostly determined by their L2 linguistic knowledge, even when they had considerable working memory capacity. It was concluded that the contribution of working memory to L2 reading comprehension can be moderated by readers' prior knowledge, and that a certain level of knowledge in the target language and on the topic might be required for L2 readers to efficiently utilize their working memory capacity. Theoretical and practical implications were drawn for second language teaching and learning, followed by statements of limitations.