日本語と英語の読解方略使用の比較
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1 第18回 研究助成 C. 調査部門 報告Ⅱ 英語教育関連の調査 アンケートの実施と分析 日本語と英語の読解方略使用の比較 北海道立札幌工業高等学校 教諭 松本 広幸 習熟度が低い第二言語 L2 の読解プロ 者の読解方略使用を比較した 結果として 両者の セスは第一言語 L1 の読解プロセスと 読解方略使用には類似したパターンが見られた 本 は異なると 先行研究で報告されている 本研究で 研究では これらの先行研究を踏まえ 習熟度が低 は 日本語と英語の読解方略使用について質問紙調 い L2 の読解方略使用と L1 の読解方略使用につい 査を行い 両者を量的に比較した 結果として a て 質問紙を用いた包括的な比較を行った 概要 習熟度が低い英語の読解方略使用量は日本語の読解 また 読解方略使用の関係性 つまり読み手が用 方略使用量よりも小さかったが s 英語の読解方略 いる方略の組み合わせ及びその強さや大きさ につ 使用量パターンは日本語の読解方略使用量パターン いての先行研究は十分とは言えない Eskey and と類似し d 英語における読解方略使用の関係性は Grabe 1988 によると 一般的な読み手がどのよ 日本語における読解方略使用の関係性と差はなかっ うにボトムアップ処理とトップダウン処理を組み合 た これらの結果は先行研究と一致しない面もある わせているのかは明確ではなく まして個々の読み ので この点も含めて検討した また 本研究は 手の差異に関してはほぼ研究されていない この点 読み手が用いる読解方略の組み合わせについてもそ についても 本研究はその概略を提供している の概略を提供している 1 はじめに 2 背景と目的 読解方略研究には 読解プロセスの解明を図る研 読解方略の研究は 学習者の読解力向上をめざす 究的側面と読解力の向上をめざす教育的側面がある ためだけではなく 読解プロセス自体を解明するた それぞれの前提は 読み手が用いる読解方略は内的 めにも行われてきた Block, 1986; Carrell, 1989 な 読 解 プ ロ セ ス を 反 映 す る こ と Block, 1986; 後 者 を 目 的 と し た 研 究 Block, 1992; Davis & Carrell, 1989 読解方略の効果的使用は読解力の向 Bistodeau, 1993; Donin & Silva, 1993; Horiba, 上 を も た ら す こ と Barnett, 1988; Grabe, 1991; 1996 は 主に発話プロトコル 注1 の分析を通して Kern, 1989 である 読解プロセスを解明するため L1 と L2 における限定的な読解方略使用を比較した に L1 及び L2 における発話プロトコルや質問紙調 これらの研究結果は 習熟度が高い L2 の読解方略 査結果が比較された 結果の概略として 習熟度が 使用は L1 の読解方略使用と似ているのに対して 比較的高い L2 の読解方略使用は L1 の読解方略使用 習熟度が低い L2 の読解方略使用は L1 の読解方略使 と類似しているが 習熟度が低い L2 の読解方略使 用とは異なることを示した 包括的な読解方略使用 用は L1 の読解方略使用とは異なる の比較は 主として質問紙調査を通して実施された 発話プロトコルの分析による限定的な読解方略使 Sheorey and Mokhtari 2001 及び Mokhtari and 用の比較について 以下に結果概要をまとめる Reichard 2004 は 自ら開発した質問紙を用い Block 1992 は 指示語の内容特定と未知語の意 て 習熟度が高い L2 学習者の読解方略使用と L1 話 味推測に関するモニタリングを比較した 結果とし 224
2 L2 L1 L2 L1 Davis and Bistodeau 1993 L2 L1 L2 L1 Donin and Silva 1993 L2 L1 Horiba 1996 predictive backward elaborative L2 L1 L2 L1 L1 L2 Sheorey and Mokhtari 2001 cognitive metacognitivesupportive L2 L1 Mokhtari and Reichard 2004 global problem-solving L2 () L1 L2 L Sheorey and Mokhtari 2001Pressley and Afflerbach 1995 Pressley and Afflerbach 1995 L1 L1 L1 Matsumoto, Key words 2 Meaningful units 3 Topic sentences 4 Paraphrasing 4 Translating 5 Re-reading 6 Back and forth 7 Sentence structure 8 Global structure 9 Discourse markers 10 Pre-reading skimming 11 Comprehension aids 12 Content schema 225
3 13 Formal schema 14 Reading for meaning 15 Monitoring comprehension 16 Forward inferences 17 Modifying inferences 18 Backward inferences 19 Guessing meaning 20 Differentiating main ideas 21 Organizing information 22 Interpreting information 23 Post-reading summarization SPSS AMOS a t s d t L2 L1 Block, 1992; Davis & Bistodeau, 1993; Donin & Silva, 1993; Horiba, KMO a s d f g h 226
4 t 1 Key words Meaningful units Topic sentences Paraphrasing / Translating Re-reading Back and forth Sentence structure Global structure Discourse markers Pre-reading skimming Comprehension aids Content schema Formal schema Reading for meaning Monitoring comprehension Forward inferences Modifying inferences Backward inferences Guessing meaning Differentiating main ideas Organizing information Interpreting information Post-reading summarization
5 9 Discourse markers Key words Global structure Content schema Meaningful units Topic sentences Monitoring comprehension Reading for meaning Formal schema Sentence structure Differentiating main ideas Post-reading summarization Interpreting information Organizing information Forward inferences Pre-reading skimming Comprehension aids Modifying inferences Backward inferences Guessing meaning Re-reading Back and forth Paraphrasing % 8.176% 7.149% 5.752% 5.204% 5.028% KMO =.848, Bartlett s p = L2 L1 4.3 r 2 9
6 229
7 RMR RMSEA.000 GFI NFI CFI L2 L1 5 L2 L1 Bernhardt & Kamil, 1995; Carrell, 1991; Lee & Schallert, 1997 Fitzgerald 1995 L2 L2 L1 L2 L1 Block, 1992; Davis & Bistodeau, 1993; Donin & Silva, 1993; Horiba,
8 L1 L2 Eskey & Grabe, 1988 a s 1 d f g h j.05 k l.05 0 RMSEA GFI NFI CFI.90 Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72, Bernhardt, E.B., & Kamil, M.L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16, Block, E.(1986). The comprehension strategies of second language readers. TESOL Quarterly 20, Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly 26, Carrell, P.L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73, Carrell, P.L. (1991). Second language reading: Reading ability or language proficiency?. Applied Linguistics, 12, Davis, J.N., & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. The Modern Language Journal, 77, Donin, J., & Silva, M. (1993). The relationship between first- and second-language reading comprehension of occupation-specific texts. Language Learning, 43, Eskey, D.E., & Grabe, W. (1988). Interactive models for second language reading: Perspectives on instruction. In P.L. Carrell, J. Devine, & D. Eskey (Eds.)Interactive approaches to second language reading (pp ). Cambridge University Press. Fitzgerald, J. (1995). English-as-a-second-language learners cognitive reading processes: A review of research in the United States. Review of Educational Research, 65, Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly 25, 231
9 Horiba, Y. (1996). Comprehension processes in L2 reading: Language competence, textual coherence, and influences. Studies in Second Language Acquisition, 18, Kern, R.G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. The Modern Language Journal, 73, Lee, J.W., & Schallert, D.L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31, Matsumoto, H. (2005). A study on the formation of interactive reading conception as a facilitator to interactive reading performance. Unpublished doctoral dissertation, Hokkaido University. Mokhtari, K., & Reichard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, 32, Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29,
10 / 1. Key words 2. Meaningful units 3. Topic sentences 4. Paraphrasing 4. Translating 5. Re-reading 6. Back and forth 7. Sentence structure 8. Global structure 9. Discourse markers 10. Pre-reading skimming 11. Comprehension aids 12. Content schema 13. Formal schema 14. Reading for meaning 15. Monitoring comprehension 16. Forward inferences 17. Modifying inferences 18. Backward inferences 19. Guessing meaning 20. Differentiating main ideas 21. Organizing information 22. Interpreting information 23. Post-reading summarization 233
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Blended Learning 要 旨 / Moodle Blended Learning Moodle キーワード:Blended Learning Moodle 1 2008 Moodle e Blended Learning 2009.. 1994 2005 1 2 93% 95% 2002, 2004, 2011 2011 1 Dunkel 1986, p.100 1 Blended Learning
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