未知語の推測ストラテジー訓練が読解力に与える影響
- Publication date
- Publisher
- 弘前大学教育学部
Abstract
Recently many learning theorists have advocated teaching students to use a variety of reading
strategies or skills in order to read better. The success of recent studies involving the explicit
training of children in the comprehension strategies in L1 reading suggests the feasibility of
improving L2 students' reading comprehension. This study aims to explore the effects of word
guessing strategy instruction on reading comprehension. 76 Japanese high school students (29
boys and 47 girls) in two groups engaged in different reading lessons for three months: one
group took reading lessons planned by grammar translation method and the other got the
explicit word guessing strategy training. The results of the post-reading comprehension test
and the post-word guessing test indicated that the word guessing strategy training had an
influence on reading comprehension and that the ability of guessing the meaning of unfamiliar
words extended significantly at .01 level. This suggests that word guessing strategy training
can be a facilitative approach to improving Japanese students' reading comprehension