テキスト構造が英語読解度に及ぼす影響

―高校生と大学生の英語読解力の違いに焦点を当てて―

抄録

Many empirical studies prove that reading a text with a specific focus on text structure is effective in promoting comprehension of the outline of the text. This can also be applied to reading instruction in both senior high school and university level education. Although the interaction between factors of text structure and reading comprehension performance is examined to some degree in many studies, it may also be necessary to conduct an experimental study focusing on the difference in reading proficiency level. This type of research can provide a good perspective on the instruction of text structure.

The purpose of this research is to examine the effects on reading comprehension performance when the pattern of the text structure varies. The experiment had three independent variables : hierarchical structure, discourse markers, and reading proficiency. The dependent variable was reading comprehension performance. The subjects read four different types of text, and data was analyzed statistically. One result showed that discourse markers have their own effect on reading comprehension performance. Another result showed that in certain text patterns a few differences in reading comprehension performance level between high school students and university students can be found. In conclusion, it is suggested that discourse markers may play an important role in developing reading skills and that teachers should focus on them in their instruction from senior high school level to university level.