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

本研究的主要目的是探讨日本英语学习者阅读理解的主要特点和困难，为日本高等教育中阅读理解的有效教学做出贡献。本研究探讨了语篇和语音信息对二语句子加工中句法歧义和句法复杂性的显著影响。本文采用实验研究、大学和高中英语教师阅读理解教学调查、课堂话语分析等多种方法收集实证数据进行分析。我们的研究结果阐明了三个主要因素：句法原则如闭合性、句法加工策略如再分析加工策略，以及日本英语学习者基于中介语的特定阅读理解策略。

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.