초록 열기/닫기 버튼
This study examined the combined and relative predictive powers of working memory capacity (WMC) and vocabulary knowledge in literal and inferential reading comprehension of English as a foreign language (EFL) learners. To that end, forty-six university students in Korea performed a battery of tests: (a) the reading span task as a measure of WMC; (b) the Nelson-Denny Comprehension Test; and (c) the Vocabulary Test. Results showed that WMC and vocabulary knowledge accounted for 21.7% of the variance in literal reading comprehension scores with a medium effect size. With regard to inferential reading comprehension, vocabulary knowledge alone explained 33.1% of the variance with a large effect size. Concerning relative predictive values, WMC was more useful than vocabulary knowledge in explaining literal reading comprehension performance, whereas in inferential reading comprehension, text-specific vocabulary knowledge was the only significant predictor.
