Effects Of Working-memory Based Input Modality On Second Language Text Comprehension

In the process of text comprehension,many factors are involved.Working memory capacity and input modality are two of the factors functioning in the comprehension.This study aims to investigate the effects of working memory capacity and input modality on the second language text comprehension within a multimedia learning environment.In this study,30 English majors in their third year of the university,who speak Chinese as their first language,are participants.And they need to complete a Chinese reading span test to measure their working memory capacity.Moreover,they are assigned to audiovisual or visual presentation about an unfamiliar topic.In doing so,there are four groups:high-WM group with visual input modality,high-WM group with audiovisual input modality,low-WM group with visual input modality and low-WM group with audiovisual input modality.In addition,the retention and transfer test is conducted to measure their competence of reading comprehension.At last,their scores are analyzed with SPSS 16.0.Independent samples T test and mixed ANOVA are used to analyze the results of the test.The major findings are as follows:Firstly,working memory has a significant effect on the results of the text comprehension.In other words,under the condition of the same input modality,groups with high working memory capacity have better performance.Secondly,input modality has a relatively big impact on the results.As for the two high-WM groups,visual group has better performance.But for two low-WM groups,different input modalities have no significant effects.Lastly,when two factors are combined,they have interacting effects and have significant influence on the results of the text comprehension.Moreover,the factor of working memory capacity contributes more to the results when compared with the factor of input modality.To sum up,the scores of retention and transfer test are influenced by working memory capacity and input modality.The results of the research not only support Working Memory Theory and Cognitive Load Theory,but also offer many suggestions to English teaching.Teachers should make more specific and detailed teaching plans to help students improve their text reading skills.