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ID 35370
本文ファイル
著者
Taki, Yukiko
キーワード
text difficulty
reading strategies
Japanese EFL college students
NDC
教育
抄録(英)
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.
掲載誌名
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域
62号
開始ページ
217
終了ページ
226
出版年月日
2013-12-20
出版者
広島大学大学院教育学研究科
ISSN
1346-5554
NCID
SelfDOI
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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