Reading Approaches with English-Japanese Dictionary: A Way to Improve Japanese High School Students' L2 Proficiency

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概要

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• Interface processors within working memory (WM) determine high school students' second language (L2) of English proficiency. Within WM, complex second language structures of English are parsed efficiently and correctly by the interfacing of English homogenous lexical items. Improving learners' English proficiency requires restructuring the features of linguistic cues to Englishoriented interface processors by connecting existing Japanese-oriented interface processors. This interfacing promotion demands English linguistic cues (the word order and morphological agreement cues) as a means of stimulating the most effective and efficient linguistic cues in WM that initiate the adaptation of Japanese-oriented cues' (case markings and animacy) processing into English-oriented cue awareness. In facing complex English sentences, not a few high school students cannot help consulting English Japanese dictionary in order to supplement some shortage of L2 English linguistic cues by adapting Ll Japanese-oriented cues for L2 English linguistic processing. Because interface processors within WM control the degree to which homogenous lexical items can interface and integrate the pragmatic~ semantic, and syntax knowledge that L2learners have, the most effective and efficient way to acquire L2 proficiency is to activate these three components together through reading. Reading approaches with English-Japanese dictionary is a way to access huge amounts of information that activates these three components. For not a few Japanese high school students, reading approaches with consulting EnglishJapanese dictionary within the functional approaches is one of the most effective and efficient ways of producing an integrated relationship between semantics, syntax, and pragmatics by means of interfacing homogeneous lexical items within WM. As a result, they can catch up with their English class' progressing stages without lagging far behind.

• 中国学園大学の論文

著者

• Hashiuchi Sachiko

  Department Of Einglish Communication Chugoku Junior College

• Oku Taeko

  Department of Einglish Communication, Chugoku Junior College

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• Reading as a Functional Approach:A Way to Improve Japanese Adult L2 Learners' Proficiency
• Reading Approaches with English-Japanese Dictionary: A Way to Improve Japanese High School Students' L2 Proficiency
• Main Approaches to Pragmatics

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