The Effect of Understanding Linguistic Markers on EFL Reading Comprehension
| Project/Area Number |
20720148
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Foreign language education
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| Research Institution | Aichi Prefectural University |
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Principal Investigator |
IKEDA Chika Aichi Prefectural University, 外国語学部, 准教授 (50305497)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2010: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2009: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2008: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 英語教育一般 / 英文読解 / 接続語句 / 英語教育 |
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| Research Abstract |
The aim of this study was to categorise linguistic markers and coherence relations expressed by these markers in terms of their linguistic characteristics and the direction of logical flow. Then, focusing on causal relations in a text, the influence of English proficiency, the explicitness of markers, or their logical direction on understanding of target causal relations by Japanese EFL learners was investigated. The results showed that learners with high proficiency could effectively use linguistic markers in a text in order to understand coherence relations but, irrespective of proficiency, learners did not seem to be aware of the importance of establishing logical connections between text segments even if there were no explicit linguistics markers in a text. The practical implications for EFL reading instruction were drawn.
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Report
(4 results)
Research Products
(8 results)
