| Project/Area Number |
15K02807
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Kansai University |
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Principal Investigator |
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| Research Collaborator |
Takase Atsuko
Otsuki Kyoko
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| Project Period (FY) |
2015-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2015: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 多読 / 外国語での読み / 読みの流暢さ / 読解力 / 外国語としての英語 / 読書量 / EPERクローズテスト / 妥当性 / 外国語教育 / 読みの速度 / テストの妥当性 / 意味重視の読み / 読む速度 / EPERテスト / ＥＰＥＲテスト |
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| Outline of Final Research Achievements |
The results of the present study indicated extensive reading has a facilitative effect on the development of text reading fluency and reading comprehension among Japanese EFL learners. Latent profile analysis was conducted to find latent classes of related cases (individuals) from multivariate data. Three classes emerged and they were named Class 1 to 3, with 1 being least capable. The results showed the reading rate and comprehension gain scores were all positive across all three classes. However, the reading rate and comprehension gain scores in Class 1 were smaller than those of other classes. The detailed analyses of the reading behaviors of Class 1 and 3 showed that the learners in Class 3 read almost two times more than those in Class 1 and both groups showed similar reading patterns. Further, the results implied that grammatical knowledge at the onset of an extensive reading program was one of the crucial factors to influence EFL learners’ reading fluency and comprehension.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究成果の学術的意義は、読みの流暢さの発達、読解力の発達、両者の関係並びに読書量との関係をより明確にすることにより、外国語での読みの発達メカニズム解明の一助となった。また、本研究は読書量だけではなく、多読開始時の学習者の言語知識がその後の外国語での読みの流暢さの発達、読解力の発達に影響することを示唆しており、流暢さ、読解力の発達を妨げる要因を明確にすることにより、両者を発達させる効果的な指導や学習目標を示すことができ、本研究の教育的示唆は大きい。
更に、多読プログラムで活用されるEPERテストはテストとしての社会性は高く、本研究はEPERテストの妥当性に関わる根拠を提供するものである。
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