本研究以206 位非英语专业学生为样本,运用结构方程模型方法,考察不同认知负荷任务下母语阅读能力对二语阅读的影响。研究发现:1)不同认知负荷任务下母语阅读能力对二语阅读的贡献程度存在差异;2)随着阅读者二语水平的提高,母语阅读能力对二语阅读的影响,在高认知负荷任务下表现为从不显著到显著,在低认知负荷任务下表现为强度逐步增大;3)在二语阅读教学中,教师应在不同认知负荷任务下对二语水平不同的学生开展更具针对性的适应性教学。

This study examines the impact of L1 reading ability on L2 reading under different cognitively demanding tasks taking 206 non-English majors as sample with SEM. The results show that the contribution of L1 reading ability to L2 reading differs under the different cognitively demanding tasks. Besides, with the improvement of L2 proficiency of readers, the influence of L1 reading ability on L2 reading shows the change from insignificance to significance under high cognitively demanding tasks, and shows increasing intensity under low cognitively demanding tasks. At last, in the second language reading teaching, teachers should carry out adaptive instruction for students with different levels of second language under different cognitively demanding tasks.