| Project/Area Number |
23652145
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Hosei University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
HUBBELL J.k. 法政大学, 経済学部, 教授 (50171088)
IINO Atushi 法政大学, 経済学部, 准教授 (80442169)
NAKATANI Yasuo 法政大学, 経済学部, 教授 (90290626)
NAGANUMA Kiminushi 東海大学, 外国語教育センター, 准教授 (20365836)
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| Research Collaborator |
CORMACK Michael 尚美学園大学, 兼任講師
NISHIDA Miya 法政大学中学高校, 教諭
TANABE Nahoko 聖心女子学院中, 高等科, 教諭
YAMANISHI Toshihiro 小山高等工業専門学校, 准教授
NAKANURA Mitsuyoshi 法政大学, 兼任講師
TOMOE Masaki 法政大学第二中学高校, 教諭
SAKAI Fujie 東京家政大学, 現代生活学部, 専任講師 (90349514)
TERADA Yoshihiro 茨城県立竜ヶ崎第一高
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 第2言語文処理 / 第2言語統語処理 / 第2言語談話処理 / 第2言語読解指導 / 統語処理原理 / 統語処理ストラテジー / 統語的曖昧性 / 統語的複雑性 / 第2言語処理研究 / 第2言語音声処理 / 授業談話分析シート / 前置談話文脈情報 / 韻律的情報 / 第2言語習得 / 統語処理方略 / 曖昧性の解消 |
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| Research Abstract |
The principal aim in our research is an attempt to explore major characteristics and difficulties in Japanese EFL learners' reading comprehension, and contribute to more effective teaching of reading comprehension in higher education in Japan.
The present research investigates the significant effects of discourse and phonological information on syntactic ambiguity and complexity in L2 sentence processing. A series of multiple approaches were adopted to collect empirical data for analysis, including experimental researches, survey of teaching of reading comprehension by college and high school English teachers, and classroom discourse analyses. Our research findings elucidate three principal factors of syntactic principles such as closure, and syntactic processing strategies such as reanalysis processing strategies, and specific Japanese EFL learners' reading comprehension strategies based on their interlanguage.
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