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〈Research Notes〉 Use of Re-reading Strategy in EFL Reading
https://kindai.repo.nii.ac.jp/records/12770
https://kindai.repo.nii.ac.jp/records/12770d29abba3-ebeb-444a-bdb3-38460e9a89dc
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AA12508620-20150731-0139.pdf (1.7 MB)
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| Item type | ☆紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2015-11-27 | |||||||||
| タイトル | ||||||||||
| タイトル | 〈Research Notes〉 Use of Re-reading Strategy in EFL Reading | |||||||||
| 言語 | en | |||||||||
| その他（別言語等）のタイトル | ||||||||||
| その他のタイトル | 〈研究ノート〉日本人EFL学習者が使用する返り読みストラテジー | |||||||||
| 著者 |
田平, 真澄
× 田平, 真澄
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| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者(英) | ||||||||||
| 言語 | en | |||||||||
| 値 | TAHIRA, Masumi | |||||||||
| 著者 所属 | ||||||||||
| 値 | 近畿大学経済学部; 非常勤講師 | |||||||||
| 著者所属(翻訳) | ||||||||||
| 値 | Kinki University | |||||||||
| 版 | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 名前 | ||||||||||
| 出版者 | 近畿大学全学共通教育機構教養・外国語教育センター | |||||||||
| 書誌情報 |
近畿大学教養・外国語教育センター紀要. 外国語編 en : Kinki university center for liberal arts and foreign language education journal. foreign language edition 巻 6, 号 1, p. 139-152, 発行日 2015-07-01 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 21856982 | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | [Abstract]Re-reading or regressively reading a text is a reading strategy that readers frequently employ for improving reading comprehension while reading a text in either L1 or L2 settings. This study attempted to illustrate the relationship among three factors, readers' proficiency levels, text difficulty, and re-reading strategy, by investigating participants' re-reading behavior and perceptions of regressive reading in an EFL context. In this study, four adult English learners who are native Japanese speakers read two passages following a think-aloud protocol and were interviewed immediately after they finished reading. Participants were divided into two levels of proficiency (high and low), and each participant read an easy passage and a difficult passage for their level. The results indicated that re-reading behavior increased when readers read a difficult text than an easy text, and that, in reading a difficult passage, good readers demonstrated a higher awareness of the use of the re-reading strategy than poor readers did. | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 著者専攻: 英語教育学 | |||||||||
| フォーマット | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | application/pdf | |||||||||
