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

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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

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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.