Japanese EFL Learners' Syntactic and Discourse Processing in Teaching of Reading Comprehension

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The principal aim in our research is an attempt to explore major characteristics and difficulties in Japanese EFL learners' reading comprehension, and contribute to more effective teaching of reading comprehension in higher education in Japan.The present research investigates the significant effects of discourse and phonological information on syntactic ambiguity and complexity in L2 sentence processing. A series of multiple approaches were adopted to collect empirical data for analysis, including experimental researches, survey of teaching of reading comprehension by college and high school English teachers, and classroom discourse analyses. Our research findings elucidate three principal factors of syntactic principles such as closure, and syntactic processing strategies such as reanalysis processing strategies, and specific Japanese EFL learners' reading comprehension strategies based on their interlanguage.