权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Analyzing the Reading Comprehension Processes in Japanese Language Learners and Creating Appropriate Materials

分析日语学习者的阅读理解过程并创建适当的材料

基本信息

批准号：
16520317
负责人：
SUZUKI Mika
金额：
$ 2.3万
依托单位：
Tokyo University of Foreign Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16520317/
关键词：
Japanese as a second language reading process lexical knowledge eye movement 処理の自動化省略アイカメラ読解課程

项目摘要

The element of reading comprehension in Japanese language learning involves a highly complicated process, and, accordingly, much about the key factors that contribute to successful reading comprehension still remains to be elucidated. In reading comprehension, top-down and bottom-up processes occur simultaneously, in tandem, and function in a complementary manner.Between 2004 and 2006, we conducted research on the automatic processing of linguistic elements, including reading comprehension, and the process analysis in which learners manage meaning as part of reading comprehension. We analyzed "vocabulary" and the knowledge of the meaning of words, which has a tremendous influence on reading comprehension. We created materials to increase "vocabulary" and then analyzed the effectiveness of the materials.1) We created materials designed for vocabulary building through reading and improved upon them. Our reading comprehension training materials were used with 142 students (2005 and 2006 s … More chool years). The results of a survey conducted during the 2005 school year (71 students) showed that 90% of the students found the materials and the instruction in this reading comprehension class useful. The usefulness of materials, in particular, was often cited in the "comments" section of the survey.2) After practicing with exercises that connected words with related meaning and linguistic elements, we analyzed the ability of our learners to make these connections among words. We observed the tendencies illustrated below. When performing the following processes, due to lack of knowledge about vocabulary, these students were unable to accurately attach meaning to sentences.・The process of conjecture with words having similar meaning to vocabulary that has already been learned, yielded the following type of error:Example: Target word =「戒めて」meaning "warning" or "cautioning," with learners incorrectly connecting the word to mean→「平気で」"calmly" confusing the meaning of the word.・The process of using the same kanji of a previously learned word to connect to the target word yielded the following type of error:Example: Target word =「昨夜」"last night", with learners incorrectly connecting the word to mean→「夕焼け」"sunset" confusing the meaning of the word.We also used an eye camera to analyze the reading processes of learners when dealing with unknown words, phrases and truncated areas (places with ellipsis) in passages. The first time learners encountered a new word, a long time was spent in processing the meaning, but from the second time on, they spent approximately one third of the time processing when they encountered the same word. Additionally, we analyzed the reading comprehension times and the comprehension levels of the learners and learned that when ellipsis occurred in a passage, there were instances where the omission made reading time longer and other occasions when it did not. It is our conjecture that this difference has to do with the learner's level of vocabulary sophistication and comprehension level (level of ability to control reading). Less

日语学习中的阅读理解是一个非常复杂的过程，因此，许多影响阅读理解成功的关键因素仍有待阐明。在阅读理解中，自上而下和自下而上的过程同时发生，相辅相成。2004至2006年间，我们对包括阅读理解在内的语言要素的自动加工以及学习者作为阅读理解一部分管理意义的过程分析进行了研究。我们分析了词汇和词义知识，这对阅读理解有很大的影响。我们创造了增加“词汇量”的材料，然后分析了材料的有效性。1)我们设计了通过阅读来构建词汇的材料，并对其进行了改进。我们的阅读训练材料使用了142名学生(2005年和2006年S…更多的学龄期)。在2005学年对71名学生进行的一项调查结果显示，90%的学生认为这节阅读理解课上的材料和教学很有用。特别是材料的有用性，经常被引用在调查的“评论”部分。2)在练习了将单词与相关意义和语言元素联系起来之后，我们分析了学习者在单词之间建立这些联系的能力。我们观察到了下面所示的趋势。在进行以下过程时，由于缺乏词汇知识，这些学生无法准确地给句子赋予意义。在猜测与已学词汇意义相似的单词的过程中，产生了以下类型的错误：例如：目标单词=“戒めて”，意思是“警告”或“警告”，学习者错误地将单词连接到意思为“→”平気で“的单词，从而混淆了单词的含义。使用之前学过的单词的相同汉字连接目标单词的过程产生了以下类型的错误：例如：目标单词=“昨夜”“昨晚”，学习者错误地将单词连接到“→”夕焼け“”日落“的意思，混淆了单词的含义。我们还用眼睛摄像头分析了学习者在处理文章中的生词、短语和截断区域(带省略号的地方)时的阅读过程。当学习者第一次遇到一个新单词时，他们花了很长时间来处理这个单词的意思，但从第二次开始，他们大约三分之一的时间都花在处理相同的单词上。此外，我们分析了学习者的阅读理解时间和理解水平，发现当一篇文章中出现省略时，有省略使阅读时间延长的情况，也有不是这样的情况。我们推测，这种差异与学习者的词汇复杂程度和理解水平(控制阅读的能力水平)有关。较少

项目成果

期刊论文数量（38）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

国費学部留学生に対する1年の集中予備教育プログラムについて-教育プログラム内外で学生の得るもの-

关于日本政府资助的本科留学生一年强化预科教育项目 - 学生在教育项目内外的收获 -

DOI：
发表时间：
2005
期刊：
移転記念シンポジウム報告書-アカデミック・ジャパニーズを考える-
影响因子：
0
作者：
鈴木美加;柏崎雅世;菅長理恵;鈴木美加;鈴木美加;SUZUKI Mika;鈴木美加
通讯作者：
鈴木美加

One year Intensive Course for Pre-Undergraduate Monkasho(MEXT) Scholaship Students Including Hidden Curriculum

本科预科门卡修（MEXT）奖学金学生为期一年的强化课程，包括隐藏课程

DOI：
发表时间：
2005
期刊：
Report on Iten Kinen Simposium
影响因子：
0
作者：
鈴木美加;柏崎雅世;菅長理恵;鈴木美加;鈴木美加;SUZUKI Mika
通讯作者：
SUZUKI Mika

Developing Educational Materials That Promote Processing a Set of Related Lexical Information-Grasping Core Meaning of Words and Automatic Processing in Readine Combrehension-

开发促进处理一组相关词汇信息的教育材料-掌握单词的核心含义和Readine Combrehension的自动处理-

DOI：
发表时间：
2006
期刊：
影响因子：
0
作者：
SUZUKI;Mika
通讯作者：
Mika

Basic Reading Training through Processing Linguistic Clusters-Grasping the Core Meaning of Words and Promoting Automaticity in the Reading Process-

通过处理语言簇进行基础阅读训练-掌握单词的核心含义并促进阅读过程的自动化-

DOI：
发表时间：
2007
期刊：
Buletin of Japanese Language Centerforinternational Students 32
影响因子：
0
作者：
Okada;Misao;岡崎敏雄;岡崎敏雄;岡崎敏雄;TOSHIO OKAZAKI;TOSHIO OKAZAKI;TOSHIO OKAZAKI;岡崎敏雄;岡崎敏雄;岡崎敏雄;岡崎敏雄;岡崎敏雄;岡崎敏雄;岡崎敏雄;岡崎敏雄;TOSHIO OKAZAKI;岡崎敏雄;上野田鶴子;岡崎敏雄;鈴木美加;SUZUKI Mika;SUZUKI Mika
通讯作者：
SUZUKI Mika

Eye Movement and Reading Comprehension

眼动和阅读理解