第二言語読解における読みの目的の違いが精緻化タスクの効果に及ぼす影響
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概要
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Japanese university EFL students (N=103) read a narrative passage and an expository passage, engaging in one of the three while-reading tasks (outlining, embedded questions, and control), in either of the two text presentation conditions (with or without foreknowledge of the upcoming recall task). They recalled the content of the passages immediately after reading and one week later. The analyses of immediate recalls showed a significant interaction between the text presentation condition and text type. It suggests that foreknowledge of the post recall task facilitated participants' recall performance with the expository text. A significant interaction between the task and text presentation effects was found on the delayed recall. It suggests that the control (read-only) condition is the most advantageous for recalling the expository text when participants have foreknowledge of the upcoming recall task, while the outlining activity is the most effective when they are not informed of the post task. These results may suggest that warning participants of the existence of a subsequent retention task can invoke intentional learning, which overrides the effects of elaborating processes of the learning tasks.
- 全国英語教育学会の論文