論駁文読解における知識修正と学習:日本人英語学習者の理解と処理に焦点を当てて

抄録

　　The present study examined the effects of refutation texts on readers of English as a foreign language (EFL). Refutation texts, texts in which misinformation is explicitly refuted and correct information is elaborately explained, can provoke cognitive conflict and lead to a more coherent understanding and acceptance of correct information. Previous first language studies have demonstrated that refutation texts have strong effects on readers’ comprehension, knowledge revision, and learning from texts (e.g., Kendeou et al., 2014). However, little is known about the effects of refutation texts on EFL readers. Thus, this study investigates whether and how refutation texts affect EFL readers’ text comprehension and processing. A total of 68 Japanese university students participated in the experiment. Participants read two English-language texts describing scientific phenomena in either refutation or non-refutation conditions. Some participants (n = 11) verbalized their thoughts while reading (think-aloud) and all participants completed open-ended transfer tests. The results of the transfer tests showed that the refutation texts facilitated participants’ understanding and learning from texts more effectively as compared to the non-refutation texts. Think-aloud protocols also supported readers’ knowledge revision. The results therefore support the utility of refutation texts for EFL readers and warrant further research.