EFL学習者の読解および聴解におけるポーズ・日本語訳・英語繰り返し使用の分析

概要

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When we read or listen to English, we try to grasp the information in meaning chunks. This process is more easily done when reading, when the words are static and can be reviewed, than in listening when the listener must first catch the information as it passes and then try to understand it. As such, most EFL students improve reading skills before they improve listening skills. The use of pauses while testing reading and listening comprehension supports this hypothesis. This paper explains, in terms of language processing, what occurs as we try to grasp meaning in sentences. In order to investigate this, 216 Japanese university freshmen, from six different classes, were tested. Each class participated in a different activity, but all were faced with the same two passages of meaning chunks. Then an analysis of the 2 types of input (reading & listening) x the 3 types of activities between chunks, (pause, Japanese translation, & English repetition) was made. Overall results of the two tests (recall & true-false) show: 1) EFL learners are better at utilizing pauses in reading than they are at listening when they lack advanced English proficiency. 2) In the case of EFL learners, inserting pauses is more effective than offering a simple repetition of English.
全国英語教育学会の論文