本研究中教師提供臺灣L2學習者背景知識，其後調查分析學習者產出文句間之連貫性，檢驗教師提供背景知識之重要性並嘗試驗證提供背景知識為一種有用的讀解策略。於「L2讀解課程中提供背景知識之實證研究（1）」中，針對關鍵字數、推論數、以背景知識與推論的整合觀點來分析連貫性，明確得知藉由提供背景知識，此推論數據有階段性增加，並且清晰具備連貫性心之表象。再者於提供背景知識後，關於主題、價值觀等推論亦增加，並端詳出文章中未提及之推論。由此可知，背景知識對於超越文章細緻讀解狀況模型之構成具備其功效。於實證研究（2）中，依據庵（2007）之指示表現、磁場表現、所謂1項名詞的文法手段連貫裝置之數值來分析產出文句中文句和文句所共有相關有意義的構成要素，並且欲藉由階段性提供的背景知識所建構出心之表象的數據增加，逐漸證實其連貫性。

The current publication seeks to examine the effects of background knowledge as a reading strategy through analysis of coherence in written passages produced by learners after receiving background knowledge from instructor. The preceding study entitled "Empirical Research on Providing Background Knowledge in L2 Reading Classes (1)" analyzed such properties as number of key words, number of inferences, and coherence from the integrated perspective of background knowledge and inferences. Results of the study clearly indicate that background knowledge is effective in constructing a subtext nuance reading comprehension situation model. The empirical research (2) analyzes the common related meaningful units in sentences produced by learners through counting the number of such grammatical cohesive devices as demonstrative, magnetic representation and one-place nouns, an approach suggested by Iori (2007). Improvement of coherence is assured by an augmented number of mental representations constructed from background knowledge that has been provided progressively.