Training the Use of Knowledge-Based Inferences and L2 Text Comprehension

Abstract

Text comprehension exists by virtue of knowledge. Without knowledge about the context or external knowledge about the main issues in a text it is impossible to interpret a text properly and to think of crucial ideas that connect sentences (inferences). This is even more important in L2 reading, where the reader misses linguistic and grammatical knowledge and must draw inferences from other knowledge which he derives from the context or from his general knowledge.

This study explores whether specific training making inferences and using contextual or external knowledge more consciously will increase L2 text comprehension. Besides, it takes other factors into account such as motivation, general reading proficiency, among other things. The results can be useful for a better understanding of L2 reading and the use of knowledge in L2 education.