EFL読解ストラテジー・トレーニング : テクストからの情報獲得量への影響

抄録

The purpose of this study is to examine whether direct reading strategy training is applicable to the Japanese lower secondary EFL classroom. One hundred and forty-three eighth graders, divided into an experimental and a control group, received reading instruction with direct strategy training and with no such training respectively. The instruction for both groups covered the same material and the same amount of class^time periods. In the study, any activities other than reading for both groups were strictly controlled in order to know differences of each instructional effect on reading comprehension, in terms of the amount of correct information obtained by the reader from the text, as well as metacognitive awareness of reading strategies. The major finding of the study is that, in the Japanese lower secondary EFL classroom, reading strategy training may improve the amount of correct information obtained by the reader from the text. Another finding of the study is that, in the Japanese lower secondary EFL classroom , reading strategy training may improve readers' metacognitive awareness of confidence and global strategy effectiveness and decrease reader's metacognitive awareness of local strategy effectiveness. Also, it has revealed that there exist correlations between the amount of correct information obtained by the reader from the text and three categories of metacognitive awareness: confidence, local strategy effectiveness, and global strategy effectiveness.