状況モデルから見た日本人EFL 学習者が抱える読解の困難性:眼球運動測定法による検証  [in Japanese] How Situation Models Explain Difficulty in Japanese EFL Reading:Evidence From Eye Tracking  [in Japanese]

Access this Article

Author(s)

Abstract

Successful reading comprehension requires constructing coherent mental representations of texts (i.e., situation models). However, the mechanism of maintaining coherence in EFL reading has not been fully clarified. Therefore, the Tsukuba Reading Research Group explored this issue using eye-tracking methodology. The participants read narratives that included an inconsistency between a character description (e.g., a vegetarian) and his/her subsequent action (e.g., ordering a cheeseburger). In Experiment 1, the maintenance of local coherence was examined by inserting a single intervening sentence between these conflicting statements. Results showed that local inconsistency increased the initial processing time of the characters' action and caused more look-backs to the earlier character description. In Experiment 2, one or four intervening sentences were inserted to examine the maintenance of local and global coherence. Results indicated that local inconsistency induced more look-backs whereas global inconsistency failed to do so, indicating that the participants experienced difficulty in maintaining global coherence. In Experiment 3, the participants were instructed to mentally visualize the situation when reading narratives including global inconsistency. Results demonstrated that the instruction helped maintain global coherence, as evident from the processing time of the character's action. These results were discussed based on the cognitive processes of situation-model construction.

Journal

  • LET Kyushu-Okinawa BULLETIN

    LET Kyushu-Okinawa BULLETIN 17(0), 1-17, 2017

    The Japan Association for Language Education and Technology Kyushu-Okinawa Chapter

Codes

  • NII Article ID (NAID)
    130007396619
  • Text Lang
    JPN
  • ISSN
    1348-3862
  • Data Source
    J-STAGE 
Page Top