L2読解におけるリーディングストラテジーとしてのL1の使用の考察 : テキストのタイプと習熟度による影響について

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概要

• 論文の詳細を見る

• When learners of English as a foreign language (EFL) read second language (L2) texts, they usually use their first language (L1) as a strategy to help understand the texts. Some researchers, employing think-aloud protocols, have investigated the use of L1 as reading strategies (Upton, 1997; Upton & Lee-Thompson, 2001). This study, based on the data collected through think-aloud protocols, attempts to investigate reading strategies employed when Japanese EFL learners read different types of L2 text. This study also investigates the relation between reading strategies and their L2 reading proficiency. Participants were 20 Japanese EFL freshman and sophomore students in a Japanese university, and a narrative and an expository L2 text were used in this study. The results showed that EFL learners changed reading strategies depending on the type of text they read, but more detailed analysis showed that such text effects were only on 'translating' or 'wrestling' strategies, not on 'summarizing' strategies. This study also found that the EFL learners' reading proficiency was positively correlated to use of a reading strategy called 'summarizing a paragraph or an overall text.' This may have a pedagogical implication that the use of particular strategies such as 'summarizing' will lead EFL learners to the development of reading skills; thus EFL teachers should utilize any possible opportunity to encourage their learners to employ such strategies.

• 全国英語教育学会の論文

著者

• 横山 吉樹

  Hokkaido Musashi Women's Junior College

• 横山 吉樹

  Hokkaido University Of Education

• 山下 純一

  Graduate School of Education, Hokkaido University of Education

• 山下 純一

  Graduate School Of Education Hokkaido University Of Education

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• L2読解におけるリーディングストラテジーとしてのL1の使用の考察 : テキストのタイプと習熟度による影響について
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