中国語を母語とする中級日本語学習者の文章理解に及ぼす説明予期の効果 : 読解前教示を操作した実験的検討
Effects of Teaching Expectancy on Text Reading in Second Language for Intermediate Chinese Learners of Japanese: A Study on Pre-reading Instruction
explaining to others
Chinese Learners of Japanese
This study aimed to investigate whether one’s preparing to teach the content of a text to another person after reading (i.e., teaching expectancy) and actual teaching (i.e., explaining to others) improve one’s own comprehension and memory of the text for Intermediate Japanese learners who were Chinese native speakers. A comprehension test right after the text reading and a free-recall test one week later were given to participants who were randomly assigned to receive one of the three kinds of instructions: Teaching Expectancy Group, Explaining to Others Group, or summarize to him/herself (Control Group). Achieving the best scores in both tasks, Teaching Expectancy Group performed significantly better than Control Group on comprehending and memorizing the text, and also better than Explaining to Others Group on the memory test. Actual teaching also enhanced the memory of the text with better score on the free-call task for Explaining to Other Group than Control Group. These findings demonstrated that Chinese Japanese learners would benefit most from Teaching Expectancy on comprehension and memory of text. The potential influence of different reading strategies and patterns in accounting for the results was also discussed.
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