著者

甲斐 あかり

出版者

全国英語教育学会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.22, pp.249-264, 2011

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For many years, language researchers have been using retelling (free oral retelling) and recall (free written recall) tasks as both measures of reading comprehension and teaching aids. However, no research has yet directly compared these two tasks and some studies have just mixed the two tasks. The purpose of this study is to reveal both commonalities and differences between these two tasks. Attempts were made to examine (a) whether or not the quality and quantity of information reproduced differ between the two tasks, (b) which task facilitates reading comprehension more, and (c) how the two tasks influence readers' metacomprehension. The results for 69 undergraduate students showed that the quality and quantity of information produced by these two tasks did not differ, indicating that the levels of task difficulty were identical; in addition, they indicated that retelling facilitated reading comprehension more than recall. Furthermore, an investigation using a questionnaire revealed that retelling prompted readers to use more various strategies than recall. The reconstruction process as well as the various strategies that were used in the retelling condition is considered as the reason for the gains in deeper understanding. The empirical evidence supports the claim that retelling should be used as a teaching aid and recall as a measure of comprehension.

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.