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A Study on Inhibiting Factors in EFL Reading Comprehension : A Comparison of Students in Different Grandes

英语阅读理解抑制因素研究:不同年级学生的比较

基本信息

批准号：
15520383
负责人：
IIJIMA Hiroyuki
金额：
$ 0.64万
依托单位：
Ibaraki National College of Technology
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15520383/
关键词：
inhibiting factors in reading L2 schema ANOVA factor analysis integration of information motivation bottom-up processing 読解の過程 EFL 相互作用阻害要因因子

项目摘要

Causes of comprehension failure in EFL reading were investigated based on statistical analyses of the data obtained from 359 students who belonged to the first- and fourth- year of Ibaraki National College of Technology. The students answered a five-point Likert scale questionnaire on reading difficulties consisting of 33 specific questionnaire items with answers ranging from "strongly disagree (1 point) to "strongly agree (5 points)". The data obtained from the questionnaire was calculated using factor analysis and ANOVA. As a result of factor analysis, four factors of reading comprehension failure, (a) integration of information (b) use of schemata (c) bottom-up processing, and (d) motivation for reading English, were extracted. Further analysis using ANOVA revealed that first-year students take their problems more seriously than fourth-year students in (a) integration of information and (b) motivation for reading. On the other hand, fourth-year students feel more strongly than first-year students that they have problems in (a) use of schemata and (b) bottom-up processing.The results suggest that (a) fourth-year students, who are more accustomed to reading the expository prose, are better aware of their weaknesses in both top-down and bottom-up processing than first year students, and (b) more consideration for learners' motivation is needed in teaching reading comprehension to first-year students.

对茨城工业大学一年级和四年级的 359 名学生的数据进行统计分析，调查了英语阅读理解失败的原因。学生们回答了关于阅读困难的五点李克特量表问卷，该问卷由33个具体的问卷项目组成，答案范围从“非常不同意（1分）到“非常同意（5分）”。从问卷中获得的数据通过因子分析和方差分析进行计算。因子分析的结果是，阅读理解失败的四个因素，（a）信息整合（b）图式的使用（c）自下而上的处理，以及 (d) 阅读英语的动机，被提取出来。使用方差分析的进一步分析显示，一年级学生比四年级学生在（a）信息整合和（b）阅读动机方面更认真地对待他们的问题。另一方面，四年级学生比一年级学生更强烈地感觉到他们在（a）图式的使用和（b）自下而上的处理方面存在问题。结果表明，（a）四年级学生更习惯阅读说明文散文，比一年级学生更清楚地认识到自己在自上而下和自下而上处理方面的弱点，并且（b）在向一年级学生教授阅读理解时需要更多地考虑学习者的动机。