Differentiated text type and reading comprehension questions

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K00906
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02100:Foreign language education-related
• Research Institution: Aichi University of Education
• Principal Investigator: TAKEUCHI Takaaki 愛知教育大学, 教育学部, 教授 (10300170)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 異なる難易度の文

Outline of Final Research Achievements

We explored the relationship between different levels of sentences and three-type of questions that require fact-finding, general question, and inference.
Three type of text-materials were simplified sentences, elaborated sentences, and baseline sentences. The correct comprehension rate showed an interaction among three text materials in the ANCOVA. The Bonferroni-test showed that elaborated sentences had a higher percentage of correct answers than simplified sentences (p <.01), and elaborated sentences had a significantly higher correct rate than baseline sentences (p <.05). Next, the correct rate of the inference type of questions is higher in the elaborated text (p <.05).

Free Research Field

応用言語学

Academic Significance and Societal Importance of the Research Achievements

読み手にとって、易しい文ほど理解力が高まり、反対に難しい文ほど理解力が下がると一般に考えられている。この事実は、初級学習者には当てはまるものの、中級レベル学習者にとってのテキストの難易度と理解度との関わりから、上記の事実が必ずしも当てはまらないことが示された。すなわち難しい文を利用することで、理解度は、易しい文よりも高くなることがある。あるいは語彙習得に関わり、難しい文を用いるほうが有意に語彙習得が進むことが示された。