| Project/Area Number |
24520670
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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 | Kyoto Sangyo University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
ROBB Thomas 京都産業大学, 外国語学部, 教授 (30148366)
CLAFLIN Matthew 京都産業大学, 外国語学部, 准教授 (30387998)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 多読 / 読解力 / 脳内変換 / ワーキングメモリー（作業記憶） / 長期記憶 / 口頭プロトコル / バイリンガル / 脳科学 / レベル別講読教材 / 読解 / 頭の中で和訳すること / インナー・スピーチ（自己内対話) / ワーキングメモリー（短期記憶） / 神経科学 / 第二言語 / 母国語 / 翻訳 / automaticity / fluency / graded readers / readability |
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| Outline of Final Research Achievements |
This research investigated reasons why Japanese learners of English think in and mentally translate into Japanese when they are reading English texts that are at their language ability level. Several common reasons were identified through interviews and think-aloud protocols with students in international schools, junior and senior high schools, and university. The reasons vary with English language ability level and are mainly related to the capacity of the working memory in the L2, especially at beginner and low intermediate levels. An unexpected additional finding was that the graded reading material used for the interviews presented difficulties for the readers due to oversights by authors and editors. It was also found that the level at which students are able to process most of what they read directly in English is upper-intermediate (about TOEFL ITP 450).
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