Effects of Flashback on Japanese EFL Readers' Narrative Comprehension
-
- USHIRO Yuji
- University of Tsukuba
-
- KAI Akari
- Graduate School, University of Tsukuba:Japan Society for the Promotion of Science
-
- SHIMIZU Haruka
- Graduate School, University of Tsukuba:Japan Society for the Promotion of Science
-
- HOSHINO Yuko
- Tokyo Fuji University
-
- NAHATAME Shingo
- Graduate School, University of Tsukuba
-
- HASEGAWA Yusuke
- Graduate School, University of Tsukuba
-
- YANO Ken
- Hitachi Daini Senior High School
-
- NAKAGAWA Chikako
- Tokyo Keizai University
Bibliographic Information
- Other Title
-
- フラッシュバックが日本人EFL学習者の物語文理解に与える影響
Abstract
This study investigated how a flashback in a passage affects Japanese EFL readers' narrative comprehension. The order of events written in a narrative story is sometimes different from that in the real world; thus, readers need additional processes which fill in the gap between the linguistic description of the event order and the event order in their mind. In the present study, 37 Japanese university students read a narrative text written in chronological order, and another 37 students read the same text written in non-chronological order. In the latter version, the first event (E) was put into the third position (E2→E3→E1→E4). That is, E1 was presented as a flashback. An immediate and a delayed recall test revealed that the participants who read the chronological text successfully recalled more information than those who read the non-chronological text, which was also supported by the participants' evaluation of text difficulty. In addition, the error analysis showed that both local and global errors increased when participants read the non-chronological text. Furthermore, more proficient readers were able to arrange the text information in chronological order in their mental representations even when they read the flashback text. Although the flashback did increase the cognitive demand on readers, these readers could follow the events in chronological order, and successfully corrected their situation model.
Journal
-
- ARELE: Annual Review of English Language Education in Japan
-
ARELE: Annual Review of English Language Education in Japan 22 (0), 111-126, 2011
The Japan Society of English Language Education
- Tweet
Details 詳細情報について
-
- CRID
- 1390001205823739136
-
- NII Article ID
- 110009425251
-
- ISSN
- 24320412
- 13448560
-
- Text Lang
- en
-
- Data Source
-
- JaLC
- CiNii Articles
-
- Abstract License Flag
- Disallowed