テスト項目と英文読解ストラテジーの関係
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1 A 第 27 回研究助成 研究部門報告 Ⅲ 英語能力テストに関する研究 正誤答時の視線データを基に 愛知県 / 名古屋大学大学院在籍 日本学術振興会特別研究員吉川りさ申請時 : 愛知県 / 名古屋大学大学院在籍 概要 1 はじめに Grabe, 2009 Khalifa & Weir, 2009 Thinking aloud Sasaki, 2000; Weir, Hawkey, Green, & Devi, 2009 Bax, 2013; Bax & Weir, 2012; Kruger & Steyn, 2013; Leung, Sugiura, Abe, & Yoshikawa,
2 第 27 回研究助成 A 研究部門 報告 Ⅲ Bax, 2013; Bax & Weir, 2012; Weir, et al., Bax 先行研究 2.1 認知的妥当性 1 Kahlifa & Weir, 2009 Bax & Weir, 2012 Weir, et al.2009 International English language testing system IELTS Bax2013 Weir, et al. 表 1 : 読解テスト解答時にかかわる認知処理のレベル (Bax, 2013, p.443) / / 4 5 / / 6 7 Khalifa and Weir2009 Bax2013 1ibid. p
3 2009 IELTS Bax 2.2 Bax(2013) の調査内容 Bax2013Weir et al.2009 Bax 71 IELTS good readerspoor readers 1 Carrell, 1989 Bax Bax Bax 1 IELTS Bax 読解研究における眼球運動計測 fixation saccaderayner1998, regression 2530 Rayner1998,
4 第 27 回研究助成 A 研究部門 報告 Ⅲ Rayner, 1998 Dussias, 2010; Frenck-Mestre, 2005; Roberts, 2012; Roberts & Siyanova-Chanturia, 先行研究の改善点およびそれらの解決案 Bax and Weir2012 Bax 実験デザインへの解決案 テスト問題および項目数への解決案 2 Bax 質的調査への解決案 3 Bax Bax 3 43
5 2.4.4 本研究の調査内容 Bax 方法 3.1 研究参与者 TOEIC 649SD マテリアル 読解力テスト A B 8 5 A B A B 8 4 A C Bax 表 2 : 空所補充問題における使用テキストの特徴 表 3 : 内容理解問題における使用テキストの特徴
6 第 27 回研究助成 A 研究部門 報告 Ⅲ 読解に関するメタ認知ストラテジーに関するアンケート Bax Metacognitive Awareness of Reading Strategies InventoryMARSI: Mokhtari & Reichard, 2002MARSI Global Reading Strategies Problem-Solving Strategies Support Reading Strategies 表 4 :MARSI(Mokhtari & Reichard, 2002) の質問項目 ( 原文および筆者による翻訳文 ) I have a purpose in mind when I read. SRS SRS SRS SRS PSS PSS SRS PSS SRS I take notes while reading to help me understand what I read. I think about what I know to help me understand what I read. I preview the text to see what it is about before reading it. When text becomes difficult, I read aloud to help me understand what I read. I summarize what I read to reflect on important information in the text. I think about whether the content of the text fits my reading purpose. I read slowly but carefully to be sure I understand what I m reading. I discuss what I read with others to check my understanding. I skim the text first by noting characteristics like length and organization. I try to get back on track when I lose concentration. I underline or circle information in the text to help me remember it. I adjust my reading speed according to what I m reading. I decide what to read closely and what to ignore. I use reference materials such as dictionaries to help me understand what I read. 45
7 PSS PSS SRS PSS SRS When text becomes difficult, I pay closer attention to what I m reading. I use tables, figures, and pictures in text to increase my understanding. I stop from time to time and think about what I m reading. I use context clues to help me better understand what I m reading. I paraphrase (restate ideas in my own words) to better understand what I read. I try to picture or visualize information to help remember what I read. I use typographical aids like boldface and italics to identify key information. I critically analyze and evaluate the information presented in the text. I go back and forth in the text to find relationships among ideas in it. I check my understanding when I come across conflicting information. I try to guess what the material is about when I read. PSS When text becomes difficult, I reread to increase my understanding. SRS I ask myself questions I like to have answered in the text. PSS I check to see if my guesses about the text are right or wrong. I try to guess the meaning of unknown words or phrases. Global Reading Strategies; PSS Problem Solving Strategies; SRS Supportive Reading Strategies 3.3 眼球運動計測 SR Research EyeLink CRT EIZO FlexScan T pixel 1EyeLink Hz Windows Arial 65cm 2 SR Research Experiment Builder 図 1: 本研究で使用した眼球運動計測装置 (EyeLink 1000) と CRT ディスプレイ 46
8 第 27 回研究助成 A 研究部門 報告 Ⅲ 図 2 : 眼球運動計測時の実験参与者の様子 3.5 手順 アンケート インタビュー調査 インタビュー調査 IC 眼球運動計測実験 図 3 : 空所補充問題のテスト画面 47
9 図 4 : 内容理解問題のテスト画面 分析方法 Bax Choose the correct answer 1. hungry2. scared3. tired4. lonelysam s cat jumped up and sat next to her Interest Area Bax 結果 考察 図 5 : 関心領域の設定仕様 4.1 正答者と誤答者の眼球運動データの比較 1 2 Bax
10 第 27 回研究助成 A 研究部門 報告 Ⅲ Bax2013 U 表 5 : 項目合計統計量 表 6 : 最終分析項目の認知プロセスの階層レベル 項目 11 への正答者 誤答者の眼球運動計測データの比較 A B A 11 B B A A 49
11 表 7 : 項目 11 への誤答者と正答者の眼球運動計測データ n 7 n 27 U Z Sig p <.05; p <.10. 図 6 : 項目 11 誤答者 A の解答時のヒートマップ 1 A B B 7 B 図 7 : 項目 11 正答者 B の解答時のヒートマップ A B B 50
12 第 27 回研究助成 A 研究部門 報告 Ⅲ 項目 15 への正答者 誤答者の眼球運動計測データの比較 C D 8 C D Rayner, C C C 8 表 8 : 項目 15 への誤答者と正答者の眼球運動計測データ n 5 n 29 U Z Sig p <
13 図 8 : 項目 15 誤答者 C の解答時の注視パターン 図 9 : 項目 15 正答者 D の解答時の注視パターン D D 15 D 項目 5 への正答者 誤答者の眼球運動計測データの比較 5 9 表 9 : 項目 5 への誤答者と正答者の眼球運動計測データ n 5 n 29 U Z Sig p <.01; p <.05; p <
14 第 27 回研究助成 A 研究部門 報告 Ⅲ 5 3 normal not a ( ) restaurant different not a different 10 different 図 10: 項目 5 の問題 項目 26 への正答者 誤答者の眼球運動計測データの比較 メタ認知ストラテジーと眼球運動データとの関連 Bax2013 MARSIMokhtari & Reichard, Global Reading StrategiesProblem Solving StrategiesSupportive Reading Strategies 1112 Global Reading Strategies r.41, p <.05 53
15 表 10: 項目 26 への誤答者と正答者の眼球運動計測データ n 6 n 28 U Z Sig p <.01; p <.05; p <.10. 表 11:MARSI の記述統計 PSS SRS Global Reading Strategies; SRS Supportive Reading Strategies; PSS Problem Solving Strategies; 表 12: 読解ストラテジーと眼球運動データ指標との相関 (n = 34) SRS PSS * p <.01; p <
16 第 27 回研究助成 A 研究部門 報告 Ⅲ 5 まとめ Bax C D Bax2013 N TOEIC IELTSTOEFL 55
17 3 SRSPSS Khalifa & Weir, 2009 SRSPSS 6 結論 1 1 謝辞 42 注 Bax ibid. p.449 Bax 38 IETLS 33 Bax
18 第 27 回研究助成 A 研究部門 報告 Ⅲ 参考文献 (* は引用文献 ) Bax, S.(2013). The cognitive processing of candidates during reading tests: Evidence from eye-tracking. Language Testing, 30, pp Bax, S., & Weir, C.(2012). Investigating learners cognitive processes during a computer-based CAE Reading test. Cambridge Research Notes, Cambridge ESOL, 47(February 2012), pp pdf ( ) Carrell, P.(1989). Metacognitive strategy training for ESL Reading. TESOL Quarterly, 23, pp Dussias, P.E.(2010). Uses of eye-tracking data in second language sentence processing research. Annual Review of Applied Linguistics, 30, pp Frenck-Mestre, C.(2005). Eye-movement recording as a tool for studying syntactic processing in a second language: A review of methodologies and experimental findings. Second Language Research, 21, pp Grabe, W.(2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press. Khalifa, H., & Weir, C.(2009). Examining reading: Research and practice in assessing second language reading. Cambridge: Cambridge University Press. Kruger, J.L., & Steyn, F.(2013). Subtitles and eye tracking: Reading and performance. Reading Research Quarterly, 49, pp Leung, C.Y., Sugiura, M., Abe, D. & Yoshikawa, L.(2014). The perceptual span in second language reading: An eye-tracking study using a gazecontingent moving window paradigm. Open Journal of Modern Linguistics, 4, pp Mokhtari, K., & Reichard, C.A.(2002). Assessing students metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, pp Rayner, K.(1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, pp Rayner, K.(2009). Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62, pp Roberts, L.(2012). Psycholinguistic techniques and resources in second language acquisition research. Second Language Research, 28, pp Roberts, L., & Siyanova-Chanturia, A.(2013). Using eye-tracking to investigate topics in L2 acquisition and L2 processing. Studies in Second Language Acquisition, 35, pp Sasaki, M.(2000). Effects of cultural schemata on students test-taking processes for cloze tests: A multiple data source approach. Language Testing, 17, pp Weir, C., Hawkey, R., Green, T., & Devi, S.(2009). The cognitive processes underlying the academic reading construct as measured by IELTS. British Council/IDP Australia IELTS Research Reports, 9, pp
日本語と英語の読解方略使用の比較
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