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, 2014 40
第 27 回研究助成 A 研究部門 報告 Ⅲ Bax, 2013; Bax & Weir, 2012; Weir, et al., 2009 1 2 1 1 Bax 2013 2 1 2 2 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 1 1 5 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) 1 2 3 / / 4 5 / / 6 7 Khalifa and Weir2009 Bax2013 1ibid. p.443 41
2009 IELTS Bax 2.2 Bax(2013) の調査内容 Bax2013Weir et al.2009 Bax 71 IELTS 5 6 1 38 1 good readerspoor readers 1 Carrell, 1989 Bax Bax 1 1235 5 1 1 2 3 2.3 Bax 1 IELTS Bax 2.4 2.3 読解研究における眼球運動計測 fixation saccaderayner1998, 2009 1 200 250 79 1015 regression 2530 Rayner1998, 2009 42
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, 2013 1 100 2.4 先行研究の改善点およびそれらの解決案 Bax and Weir2012 Bax 2013 2.4.1 実験デザインへの解決案 1 1 1 1 1 2.4.2 テスト問題および項目数への解決案 2 Bax20132 11 2.4.3 質的調査への解決案 3 Bax2013 2 Bax 3 43
2.4.4 本研究の調査内容 1. 2. 3. 1 2 Bax2013 3 3 方法 3.1 研究参与者 40 2 421329 182420 6 TOEIC 649SD154.10 3.2 マテリアル 3.2.1 読解力テスト 2 2 32 2011 3 2014 1 8 2 4 A B 8 5 A B 8 2 3 A B 8 4 A C 8 2.4.12.4.2 Bax2013 1 1 1 1 1 2 3 表 2 : 空所補充問題における使用テキストの特徴 2 5.62 82.37 8 2 5.43 92.87 8 表 3 : 内容理解問題における使用テキストの特徴 2 5.75 68.25 4 2 4.5 75.25 4 2 4.75 66.25 4 2 4.75 87 4 44
第 27 回研究助成 A 研究部門 報告 Ⅲ 3.2.2 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 2.4.3 Bax2013 3 30 Metacognitive Awareness of Reading Strategies InventoryMARSI: Mokhtari & Reichard, 2002MARSI Global Reading Strategies Problem-Solving Strategies Support Reading Strategies 3 1 5 5 2 4 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
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 100021 CRT EIZO FlexScan T9651024 768 pixel 1EyeLink 1000 1000Hz 1 0.33 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
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 3.5.1 アンケート インタビュー調査 5 1 1 15 3.4 インタビュー調査 IC 1. 2. 3. 4. 5. 6. 7. 8. 7 1 7 8.1 9. 7 1 7 9.1 10. 11. 3.5.2 眼球運動計測実験 1 4 4 3 4 8 1 4 1 図 3 : 空所補充問題のテスト画面 47
図 4 : 内容理解問題のテスト画面 3260 3.6 分析方法 Bax 2013 801000 5 Choose the correct answer 1. hungry2. scared3. tired4. lonelysam s cat jumped up and sat next to her Interest Area 1 3 14 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Bax2013 4 結果 考察 8 34 2017.79 2.28.71 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 Bax2013 48
第 27 回研究助成 A 研究部門 報告 Ⅲ 5 2 1 5 10 58911141523262829 Bax2013 U 10 5111526 4 1 6 4 4 7 10 表 5 : 項目合計統計量 1 16.79 5.20.00.71 5 16.82 5.12.06.71 7 16.94 4.78.18.71 8 16.97 4.39.40.68 9 16.88 4.83.22.70 11 16.85 4.92.21.70 13 16.79 5.20.00.71 14 16.79 5.20.00.71 15 16.88 4.89.17.71 19 16.97 4.15.57.66 20 16.91 4.63.33.69 22 16.97 4.70.21.71 23 16.79 5.20.00.71 24 16.91 4.20.66.66 26 17.38 4.24.34.70 27 16.88 4.47.53.68 28 16.94 4.36.47.68 29 16.79 5.20.00.71 30 16.85 4.98.15.71 31 16.94 4.60.30.70 表 6 : 最終分析項目の認知プロセスの階層レベル 2 5 6 5 26 11 15 4.1.1 項目 11 への正答者 誤答者の眼球運動計測データの比較 11 7 6 7 11 A B 1 3 6 7 A 11 B B A A 49
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. 5361910960 56347 3728416605 33057 41.000-2.280 0.023 202.033.4 204 145.960.1 138 41.000-2.280 0.023 193227496 19056 129855920 12336 47.000-2.023 0.043 69.920.7 73.0 52.221.1 52 51.000-1.854 0.064 0.3510.082 0.335 0.3560.075 0.345 91.000-0.149 0.881 0.3450.080 0.333 0.3660.072 0.353 81.000-0.575 0.565 194754107 21052 138097718 10806 42.000-2.236 0.025 76.920.3 77.0 51.529.8 43.0 41.000-2.281 0.023 0.3680.078 0.360 0.3580.087 0.355 90.000-0.192 0.848 0.3790.073 0.368 0.3380.091 0.343 73.000-0.916 0.360 140593171 13899 92705222 7675 38.000-2.406 0.016 51.710.7 51 36.418.3 28 41.000-2.281 0.023 0.2670.062 0.274 0.2480.068 0.245 81.000-0.575 0.565 0.2590.056 0.260 0.2500.063 0.254 87.500-0.298 0.766 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
第 27 回研究助成 A 研究部門 報告 Ⅲ 4.1.2 項目 15 への正答者 誤答者の眼球運動計測データの比較 1511 8 8 9 15 C D 8 C D Rayner, 199815 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. 6838622607 64954 5045820003 45932 41.000-1.532 0.126 263.275.8 250.0 194.079.3 171.0 35.000-1.824 0.068 76873202 6227 61043383 5943 51.000-1.045 0.296 30.613.5 25.0 24.313.7 23.0 50.000-1.096 0.273 0.1140.036 0.112 0.1220.053 0.114 64.000-0.413 0.679 0.1170.040 0.109 0.1250.049 0.118 64.000-0.413 0.679 5090217388 43629 3702115312 33605 40.000-1.580 0.114 192.259.1 160.0 138.157.4 131.0 37.500-1.702 0.089 0.7450.045 0.752 0.7310.060 0.734 65.000-0.365 0.715 0.7300.061 0.731 0.7110.056 0.704 60.000-0.608 0.543 92424950 7194 62683505 5175 42.000-1.483 0.138 37.620.3 29.0 26.114.6 22 45.000-1.338 0.181 0.1340.058 0.130 0.1250.041 0.117 72.000-0.024 0.981 0.1420.069 0.144 0.1340.042 0.121 69.000-0.170 0.865 p <.10. 51
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 15 4.1.3 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. 4657016176 50290 3554014097 35218 42.000-1.483 0.138 177.251.5 177 139.850.5 144 38.500-1.654 0.098 49351827 5090 45463422 3061 53.000-0.948 0.343 20.67.6 22 15.38.6 12 43.500-1.414 0.157 0.1070.032 0.096 0.1250.086 0.097 71.500-0.049 0.961 0.1170.035 0.124 0.1070.039 0.101 53.000-0.948 0.343 321539597 35264 2632311615 24421 45.000-1.337 0.181 122.430.0 119 104.440.1 110 48.500-1.168 0.243 0.7000.051 0.701 0.7390.108 0.753 34.000-1.872 0.061 0.6980.050 0.689 0.7450.057 0.767 30.000-2.067 0.039 91971604 8567 36801604 3613 13.000-2.893 0.004 32.816.1 33 14.813 13 14.500-2.829 0.005 0.1850.050 0.170 0.1090.039 0.116 9.000-3.088 0.002 0.1770.037 0.187 0.1110.038 0.109 14.000-2.845 0.004 p <.01; p <.05; p <.10. 52
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 5 4.1.4 項目 26 への正答者 誤答者の眼球運動計測データの比較 2610 5 4.2 メタ認知ストラテジーと眼球運動データとの関連 3 3.2.2 Bax2013 MARSIMokhtari & Reichard, 2002 3 Global Reading StrategiesProblem Solving StrategiesSupportive Reading Strategies 1112 Global Reading Strategies r.41, p <.05 53
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. 7702129908 70325 5709421794 54591 49.000-1.581 0.114 281.7100.7 288 22781.6 216.5 54.000-1.355 0.175 116002897 11373 115195713 10973 67.000-0.768 0.442 43.87.73 42.5 46.521.3 45.5 84.000 0.000 1.000 0.1600.037 0.148 0.1990.047 0.192 39.000-2.033 0.042 0.1680.048 0.160 0.2040.046 0.200 47.000-1.671 0.095 289069875 28247 2494111181 23097 59.000-1.129 0.259 98.731.7 104.5 90.443.4 77.5 65.500-0.836 0.413 0.3850.065 0.367 0.4380.087 0.438 52.000-1.446 0.148 0.3570.055 0.347 0.3910.076 0.389 52.000-1.446 0.148 3026716588 28009 129887384 12519 28.800-2.530 0.009 114.557.8 116.5 55.227.9 55.0 31.000-2.395 0.017 0.3720.089 0.409 0.2250.096 0.214 21.000-2.846 0.004 0.3870.093 0.440 0.2460.097 0.235 21.000-2.846 0.004 p <.01; p <.05; p <.10. 表 11:MARSI の記述統計 13 3.270.54.73 PSS 5 3.540.59.69 SRS 8 2.660.75.66 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 -.11.16 -.17 -.05 -.15.05.01 -.24.05 -.06 -.06 -.06.04.27 -.24 -.05 -.15 -.05 -.09.41 * -.32 -.07 -.14.07 -.07 -.09.09.01 -.22.06.02 -.06.06.07 -.28.07.09 -.12.06 -.17 -.16 -.20.07 -.28.03 p <.01; p <.05. 54
第 27 回研究助成 A 研究部門 報告 Ⅲ 5 まとめ Bax 20132.4 1 3 C D 8 9 2 2 5 32 6 7 8 9 7 10 2 Bax2013 N TOEIC IELTSTOEFL 55
3 SRSPSS 1220 20 Khalifa & Weir, 2009 SRSPSS 6 結論 1 1 謝辞 42 注 Bax201311.722 ibid. p.449 Bax 38 IETLS 33 Bax 38 71 38 71 38 5.00 100.0 9 56
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.441-465. 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.3-14. http:// www.cambridgeesol.org/rs_notes/rs_nts47. pdf ( 2015 5 8 ) Carrell, P.(1989). Metacognitive strategy training for ESL Reading. TESOL Quarterly, 23, pp.647-678. Dussias, P.E.(2010). Uses of eye-tracking data in second language sentence processing research. Annual Review of Applied Linguistics, 30, pp.149-166. 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.175-198. 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.105-120. 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.585-594. Mokhtari, K., & Reichard, C.A.(2002). Assessing students metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, pp.249-259. Rayner, K.(1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, pp.372-422. Rayner, K.(2009). Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62, pp.1457-1506. Roberts, L.(2012). Psycholinguistic techniques and resources in second language acquisition research. Second Language Research, 28, pp.113-127. 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.213-235. Sasaki, M.(2000). Effects of cultural schemata on students test-taking processes for cloze tests: A multiple data source approach. Language Testing, 17, pp.85-114. 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.157-189. 57