字数制限は, 書き手の文章産出活動にとって有益であるか?  [in Japanese] Does a Length Limitation Promote Better Expository Writing?  [in Japanese]

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Abstract

本研究では, 大学生・大学院生を対象として, 文章を書く際に産出字数を短く制限することにより, 書き手の文章は必要な情報がコンパクトにまとまったエッセンスの詰まったものになるのかどうかを検討した。45人の大学生・大学院生が, モーリタニア国の資料を基に, この国を知らない仲間に向けて国を紹介する文章を産出した(字数は200字, 400字, 字数無制限のいずれか。被験者間計画)。その結果, 200字群における重要な情報(核情報)の使用個数が400字群および字数無制限群に比べて少なくなったが, 使用情報総数に占める核情報の使用割合は200字群の方が字数無制限群よりも高くなった。また, 一情報あたりの使用字数は, 字数制限を行った方が字数無制限群よりも少なくなった。さらに, 文章に書く内容の構成について考える度合いは群によって異ならなかったが, 200字群において, 下書きをして情報量の調整をしていた人数が有意に多かった。これらの結果から, 字数を短く制限することにより, 産出された文章は, 必要な情報がコンパクトにまとまった, エッセンスの詰まったものになることが示された。

The present study examined the effect of limiting the length of a passage of expository text writing on the selection and organization of ideas in the passage. Undergraduate and graduate students (3 men, 42 women, average age 21.42 years) were asked to use material they were given as the basis for writing about Mauritania (the African country) as if they were explaining about the country to a friend who was not familiar with it. Subjects were divided into 3 groups: (1) limited to 200 characters (roughly the equivalent of 75 English words), (2) limited to 400 characters (approximately 150 English words), and (3) unlimited. The results showed that students in the 200-character group wrote about fewer important points than did those in the 400-character and unlimited groups. Although they used fewer characters to explain those ideas than the unlimited group did, the proportion of important ideas that they selected was larger than that selected by the unlimited group. Furthermore, the participants in the 200-character group worked harder to select, delete, and organize ideas. These results suggest that being limited to using fewer characters promoted students' selection and organization of ideas.

Journal

  • The Japanese journal of educational psychology   [List of Volumes]

    The Japanese journal of educational psychology 53(1), 62-73, 2005-03-31  [Table of Contents]

    The Japanese Association of Educational Psychology

Cited by:  3

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Codes

  • NII Article ID (NAID)
    110001889164
  • NII NACSIS-CAT ID (NCID)
    AN00345837
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    00215015
  • NDL Article ID
    7377253
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-182
  • Data Source
    CJPref  NDL  NII-ELS 
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