Han Feifei
Centre for Research on Learning and Innovation, Sydney School of Education and Social Work, The University of Sydney, SydneyNSW, Australia.
Front Psychol. 2017 May 4;8:681. doi: 10.3389/fpsyg.2017.00681. eCollection 2017.
While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.
虽然一些第一语言（L1）阅读模型表明，低效的单词识别和较小的工作记忆往往会抑制高级理解过程；但补偿编码模型认为，缓慢的单词识别和较小的工作记忆通常不会妨碍阅读理解，因为只要读者在没有时间限制的情况下处理阅读任务，他们就能运用元认知策略来弥补低效的单词识别和工作记忆限制。尽管有实证证据支持补偿编码模型在L1阅读中的应用，但在外语（FL）阅读中对该模型进行测试的研究却很少。本研究对中国大学英语学习者（ELLs）的英语阅读中的补偿编码模型进行了实证测试。进行了两项研究。研究一专注于测试不同时间的阅读条件是否会影响单词识别、工作记忆和阅读理解之间的关系。学生们接受了计算机化英语单词识别测试、计算机化操作广度任务以及限时和非限时阅读中的阅读理解测试。相关分析和回归分析表明，限时阅读条件下单词识别、工作记忆和阅读理解之间的关联强度比非限时阅读条件下要强得多。研究二考察了外语读者是否能够运用元认知阅读策略，作为在非限时阅读中对低效单词识别和工作记忆限制进行阅读理解的一种补偿方式。参与者接受了相同的计算机化英语单词识别测试和操作广度测试。要求他们在阅读时出声思考并完成理解问题。出声思考协议被编码为阅读策略的同时使用情况，分为语言导向策略、内容导向策略、重读、停顿和元评论。相关分析表明，虽然单词识别和工作记忆仅与语言导向策略、重读和停顿的频率显著相关，但与阅读理解无关。综合来看，两项研究的结果相互补充，支持了补偿编码模型在以中文为母语的大学ELLs的外语阅读中的适用性。
