推論質問文の提示順序が文章理解に及ぼす影響

概要

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The present study was implemented to find out, in order to help Japanese EFL learners comprehend passages better, in what order a series of inference questions should be arranged. In addition, the interaction between question sequence and learners' L2 reading proficiency levels was examined. Inference questions were ranked from the viewpoint of the degree of proximity to a text theme, and questions asking for themes of entire passages were labeled as thematic questions. The main finding was that for lower L2 reading proficiency learners, the local-to-global transition, or the step-by-step way of questioning had a positive effect on their reading comprehension. In contrast, the learners of higher L2 reading proficiency showed a tendency to benefit from the opposite sequence. Furthermore, it was shown that these sequence effects were not limited to a particular type of question, but were spread over a series of questions