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ID 35370
file
creator
Taki, Yukiko
subject
text difficulty
reading strategies
Japanese EFL college students
NDC
Education
abstract
The aim of this paper is to examine how text difficulty (easy and difficult) affects frequency of reading strategy use by Japanese EFL learners at different reading levels. Fifty-two Japanese EFL college students answered two reading tests comprised of two text types (easy and difficult) after an interval of three months, followed by the questionnaire on what reading strategies they used during the comprehension processes. The subjects were divided into three groups (high, intermediate, and low), depending on total scores of the two reading tests. Two way ANOVA was conducted with means of frequency of strategy use. The results revealed frequency of strategy use was affected mostly by Group (high, intermediate, and low), not by Text Type (easy and difficult). There was only one interaction effect. It indicates that Japanese EFL learners are not likely to change the strategy use at differing level of the text. The low-level group and some of the intermediate group may need to pass a certain linguistic threshold level before they are able to use local strategies and global strategies effectively. The highlevel group, who are assumed to have done so, may need more cognitive resources to employ localized/intensive strategies and cognitive strategies effectively. Unlike L1 fluent readers, it might be difficult for EFL Japanese learners to use a variety of cognitive strategies effectively at differing levels owing to limited cognitive resources.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 62
start page
217
end page
226
date of issued
2013-12-20
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
SelfDOI
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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