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<p>This study investigates how Chinese native speakers learning Japanese as a second language construct situation models across five dimensions, i.e., protagonist, time, space, causality, and intentionality, while reading Japanese narratives, and how visual imagery vividness affects this process. Employing a generalized linear mixed-effects model, we conducted an analysis of verb-clustering data. The results showed that (1) the protagonist, time, and space dimensions played significant roles in constructing situation models in Chinese learners of Japanese, while the causality and intentionality dimensions did not have significant impacts; (2) the construction of situation models in L2 learners’ reading was influenced by visual imagery vividness. Learners with higher visual imagery vividness were better able to construct accurate situation models when the protagonist and space dimensions were discontinuous. The findings provide new insights into understanding the cognitive processing mechanisms of second-language learners and suggest that visual imagery vividness plays a crucial role in the construction of situation models. This research offers empirical support for optimizing teaching strategies of second-language reading.</p>

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The impact of vividness of visual imagery on the construction of multi-dimensional situation models by second language learners

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月26日

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  • Ran Tang,
  • Qichao Song,
  • Norio Matsumi

摘要

This study investigates how Chinese native speakers learning Japanese as a second language construct situation models across five dimensions, i.e., protagonist, time, space, causality, and intentionality, while reading Japanese narratives, and how visual imagery vividness affects this process. Employing a generalized linear mixed-effects model, we conducted an analysis of verb-clustering data. The results showed that (1) the protagonist, time, and space dimensions played significant roles in constructing situation models in Chinese learners of Japanese, while the causality and intentionality dimensions did not have significant impacts; (2) the construction of situation models in L2 learners’ reading was influenced by visual imagery vividness. Learners with higher visual imagery vividness were better able to construct accurate situation models when the protagonist and space dimensions were discontinuous. The findings provide new insights into understanding the cognitive processing mechanisms of second-language learners and suggest that visual imagery vividness plays a crucial role in the construction of situation models. This research offers empirical support for optimizing teaching strategies of second-language reading.