外国語(日本語)の読解におけるメタ認知的技法の教授に関する実証的研究 : アンダーラインの場合
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概要
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Background Many people, when reading a foreign language, read in a work-for-word manner. This is due not only to deficiencies in language knowledge, background knowledge, and language skills. In both mother mother foreign language, poor readers tend to read in this leteral way. According to recent research in reading comprehension and cognitive psychology, reading comprehension is an interactive process which involves both top-down and bottom-up processing to extract meaning using the reader's prior knowledge and texual information. In order to achieve comprehension, metacognition plays an important role in controlling the process, monitoring comprehension, and adjusting the strategies employed. Text research suggests that the main ideas can be obtained from simply reading the text, but poor readers are unable to extract the main ideas because they lack the necessary metacognitive skills. Reading comprehension is achieved by using text structure, activating schema, and using metacognitive techniques. There are two teaching strategies to facilitate reading comprehension: 1) to control nominative stimuli, and 2) to have the learner perform activities while reading. The plan of this research is to formulate a concrete teaching approach based on the studies of cognitive processes. Purpose the purpose of this research is to make clear the effects of underlining, one of the metacognitive techniques, on the reading comprehension of Japanese as a foreign language. With this in mind, we performed experiments to investigate the following three points. 1. Whether the underlining teaching strategy is more effective than the non-underlining teaching strategy for reading comprehension. 2. The differences between reading previously underlined text and reading while underlining. 3. Whether the underlining teaching strategy is more effective for poor readers than for good readers. Method The subjects were 109 students who are studying Japanese at an intermediate university course. After a pretest, given to check their reading ability, the subjects were required to read a text under three sets of directions. One group was given underlined text and asked to pay attention to the underlined parts. The second group received non-underlined text and was asked to underline the important parts while reading. The third group was also given non-underlined text and was asked to read it without underlining. The subjects were assigned to each of the three groups at random. Result and Discussion There was no discernable difference between the underlining strategy and the non-underlining strategy. Neither was there any difference observed between the previously underlined text method and the active underlining method. This may be attributable to the fact that each of the three groups was able to go over the text thoroughly during the long time allotted to read the passage. According to regression analysis, however, for poorer readers, underlining may be useful as metacognitive technique to realize main ideas. The goal of the underlining teaching strategy is to teach a reader how to underline the main ideas of a text without assistance, to achieve this goal, it is important to investigate better underline teaching strategies. We should also verify the effectiveness of other reading comprehension strategies like summarization and notetaking.