1 0 0 0 OA 推論生成ユニットの言語間比較と心的表象が語彙記憶に及ぼす影響の解明
本研究は、言語情報から構築される概念の記憶の比較を通し、第一言語と第二言語の理解プロセスの相違点を明らかにしようとするものである。例えば I don’t like that animal because it bit me when I was a child. という文の場合、dogという表象が構築されると想定される。日本人EFL学習者を対象として、日本語と英語のマテリアルを使用した語彙性判断課題を実施した結果、英語読解では明示ターゲットと推論ターゲット間に有意差がなく、オンラインでの推論が起こっていたことを示す結果となっていたが、日本語読解は全てのターゲット間に有意差がないことが示された。
1 0 0 0 OA 筆記再生課題における検索手がかりと読解熟達度の関係
- 著者
- 卯城 祐司 土方 裕子 清水 真紀 中川 知佳子 古賀 功 大野 真澄 梅原 愛
- 出版者
- 全国英語教育学会
- 雑誌
- ARELE : annual review of English language education in Japan (ISSN:13448560)
- 巻号頁・発行日
- vol.18, pp.31-40, 2007-03
A recall test is useful in that the test score is not affected by question items; however, this test is frequently criticized as being simply a memory test that does not measure pure reading comprehension. Although retrieval cues are sometimes provided to readers in order to decrease the effects of the memory load, it is unclear how these cues are related to the ideas recalled. The aim of this study is to examine what types of retrieval cues can promote recall performance of Japanese EFL learners. In Experiment 1, we investigated the relationship between learners' L2 reading proficiency and the importance level of recalled ideas. In Experiment 2, we examined the effects of cue types on recall tests. In addition, the results of three types of recall tests - free recall, recall with main cues, and recall with detailed cues - were compared in order to elucidate the validity of cued recall tests. The results showed that retrieval cues did not promote recall performance. Moreover, we found that cued recall tests had lower correlations with L2 reading proficiency scores than free recall tests, which indicates that retrieval cues reduced the concurrent validity.
1 0 0 0 OA Reading PerspectiveがEFL学習者の要約作成と重要度判定に及ぼす影響
- 著者
- 卯城 祐司 甲斐 あかり 中川 知佳子 渡邊 芙裕美 星野 由子 清水 遥
- 出版者
- 全国英語教育学会
- 雑誌
- ARELE : annual review of English language education in Japan (ISSN:13448560)
- 巻号頁・発行日
- vol.20, pp.11-20, 2009-03
The effects of reading perspective on summarization have not been investigated in previous studies even though many researchers have confirmed its influence on reading processes and comprehension. Through two experiments, the present study examined how EFL learners' perspective in reading affects their summary writing processes, including importance rating and application of macrorules. Experiment 1 showed that reading perspective influenced the reader's evaluation of information importance, whereas it had no significant effect on the selection of information to be included in summaries - a result which might have been caused by the lenient restriction on summary length. Hence, in Experiment 2, the effects of reading perspective were re-examined with a shorter summary task. Contrary to Experiment 1, the results revealed the significant influence of reading perspective on the selection of information as well as on the application of two other macrorules: generalization and construction. These findings suggest the importance of providing reading perspective in summary writing as well as the possibility that summary length influences the application of macrorules.
- 著者
- 卯城 祐司 中川 知佳子 森本 由子 土方 裕子 渡邊 芙裕美 甲斐 あかり
- 出版者
- 全国英語教育学会
- 雑誌
- ARELE : annual review of English language education in Japan (ISSN:13448560)
- 巻号頁・発行日
- vol.19, pp.201-210, 2008-03
There has been much research conducted to compare open-ended and multiple-choice tests from the viewpoints of construct and difficulty. However, almost no studies have examined the effects of question types in relation to test formats. Through two experiments, this study investigated how question types influence the difficulty of these two test formats. The results of Experiment 1 showed that question types affected item difficulty in open-ended tests; more specifically, thematic questions were the most difficult, followed by inference questions, and paraphrase questions were the easiest. In contrast, the result of Experiment 2, in which the same tests were conducted in the multiple-choice test format, revealed that item difficulty did not differ significantly by question type. In addition, we found that predictability of the results of the multiple-choice test was low compared to the open-ended test. Comparison of these two experiments suggested the importance of choice in the multiple-choice test. Close examination of choices indicated that overlap of words in correct choices and the text influenced the item difficulty.