The purpose of the present study is to investigate what the memory representation of L2 text is like based on the Causal Network Model. In order to do that, 8 stories were read in English by Korean students and recalled in Korean. Their recall was analysed in terms of the number of causal connections each sentence has as specified in the model. And then it was compared with the results of Kim (2001) where Korean students read and recalled the same stories in Korean. The overall amount of recall was not different between L1 and L2 texts, but the pattern of recall showed differences in terms of the causal structure proposed by Causal Network Model. While the recall of L1 text was nicely accounted for by the number of causal connections specified in the model, the recall of individual goal statements in L2 text did not reflect the causal structure. Interesting was the finding that the more important goal among the two goal statements was recalled better for L2 than for L1 text.

The purpose of this paper is to investigate text comprehension from a sociocultural perspective and then, to find out more about the ways in which L2 readers comprehend and recall L2 texts. While many analyses of written recall protocols focus on propositional contents or an analysis of syntactic error, Sociocultural Theory provides us with an additional analytic tool: the linguistic properties of the recall protocols. This follows from Vygotsky's fundamental argument that speech, in addition to its communicative function, bears a cognitive, self-oriented function and thus, is used to plan and carry out mental activity. In this paper, we undertake an analysis of the written recall protocals produced by high-school learners of English as a foreign language. We argue that when faced with cognitively difficult situations, L2 readers often externalize their inner order as private writing in order to attain and maintain control of their mental activity in the task of reading and recall. In fact, the linguistic features of the written recall protocols reflect the underlying mental processes which L2 readers deploy in problem-solving situations.

Boon-Joo Park and Jihye Shin. 2016. Song Effects on Young EFL Learners’ Text Recall in Korean (L1) and English (L2): Focusing on Proficiency and Text Length Factors. Studies in Modern Grammar 90, 117-136. Melody with text has been known to play a positive role as a memory aid and a learning facilitator. The purpose of the present study is to investigate the effects of song on young EFL learners’ text recall, especially focusing on the factors of memory retention, L2 proficiency, and text length. 41 Korean young learners of English between the aged of 11 and 12 years participated. As a result, significant effects of song text have been observed in the young EFL learners’text recall in L2. They appear to undergo the process of text and melody integration and take an advantage of the song mode in recalling the words and even a longer phrase for a larger amount of time, especially in their second language. The findings shed lights on pedagogical application of songs to second language teaching for young learners.

Melody with text has been known to play a positive role as a memory aid and a learning facilitator. The purpose of the present study is to investigate the effects of song on young EFL learners’ text recall, especially focusing on the factors of memory retention, L2 proficiency, and text length. 41 Korean young learners of English between the aged of 11 and 12 years participated. As a result, significant effects of song text have been observed in the young EFL learners’text recall in L2. They appear to undergo the process of text and melody integration and take an advantage of the song mode in recalling the words and even a longer phrase for a larger amount of time, especially in their second language. The findings shed lights on pedagogical application of songs to second language teaching for young learners.