日本人EFL学習者のマクロルール使用がメインアイディア理解に与える影響

• 森 好紳

  Graduate School, University of Tsukuba

書誌事項

タイトル別名

• Effects of Macrorule Use on Main Idea Comprehension in Japanese EFL Reading

抄録

Main idea comprehension is one of the most important aspects of text comprehension (Grabe & Stoller, 2011). In the model of text comprehension, readers construct local and global coherence in micro- and macro-processing (e.g., Kintsch & van Dijk, 1978). Although the model assumes that readers use summarization rules (i.e., macrorules) in main idea comprehension, this hypothesis has not been fully examined. Thus, the current study investigated whether EFL learners' ability to use macrorules affected their main idea comprehension. An experimental study was conducted with 72 Japanese senior high school students. A summary task and multiple choice questions were adopted to measure their macrorule use and main idea comprehension. Based on the result of the summary task, the participants were divided into those who were good and poor at macrorule use (i.e., skilled and less skilled groups, respectively). The correct answer rate for the multiple choice questions was significantly higher in the skilled group. According to answer patterns, the skilled group was better at understanding specific main ideas than the less skilled group, while the less skilled group was more likely to identify detailes as main ideas. These results suggest that EFL learners' macrorule use contributes to their main idea comprehension, and that less skilled readers may rely on microprocessing.

収録刊行物

• 全国英語教育学会紀要

  全国英語教育学会紀要 25 (0), 285-300, 2014

  全国英語教育学会

詳細情報

• CRID: 1390001205822223616
• NII論文ID: 110009930608
• DOI: 10.20581/arele.25.0_285
• ISSN: 24320412
• ISSN: 13448560
• 本文言語コード: en
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可