Effects of Reading-While-Listening and Reading Only on Reading Comprehension of Japanese High School EFL Learners
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참고문헌
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초록
本研究は、音声ありと音声なしの読解が学習者の読解力と認識にどのような効果を与えるの かについて調査したものである。英語を外国語として学んでいる157名の日本人高校生が本 研究に参加した。全ての参加者は、2つの音声ありパッセージと2つの音声なしパッセージを 読んだ。調査の結果、上位群と中位群は音声サポートの有無にかかわらず、高い得点を取る ことができた。一方で、下位群は音声なしよりも、音声ありの読解問題で高い得点を取った 。学習者の認識に関するアンケート結果では、下位群が他の2つのグループよりも音声あり モードからより多くの利益を得ていたことが明らかになった。これらの結果は、学習者の語 彙レベルと2つのモードが学習者の読解力に異なる影響を与えることを示唆している。さら に音声ありの読解活動は、特に、下位群学習者の読解力と読みの活動の動機付けを高めるた めの効果的な方法であることを示している。
Abstract
This study investigated the effects of reading while listening (RWL) and reading only (RO) modes on learners’ reading comprehension and perceptions. A total of 157 Japanese high school learners of English as a foreign language (EFL) participated in this study. All the participants read four reading passages: two passages with RWL mode and two passages with RO mode. The participants were also divided into three different proficiency groups based on their vocabulary levels test score. The findings showed that the high and medium proficiency groups scored higher, regardless of having audio support or not. By contrast, the low proficiency group scored higher with RWL mode than with RO mode. The results of a questionnaire related to learners’ perceptions supported the view that the low group benefitted more from RWL mode compared to the other two groups. These findings indicated that learners’ vocabulary levels and two reading modes affected their reading performance differently. Furthermore, the findings show that the simultaneous reading and listening mode is an effective method to develop reading skills and motivation toward reading, especially for low proficiency learners.
참고문헌 (32)
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