Earticle

초록

영어

This study explores the relationships between reading a passage and writing a summary. Summary writing has two processes: (1) reading comprehension of texts and (2) writing a summary following the instructions in the question. There are three types of summary questions for Japanese learners: (1) reading an English passage and writing a summary in Japanese (EJ type), (2) reading a Japanese passage and writing a summary in English (JE type), and (3) reading an English passage and writing a summary in English (EE type). This study investigates how these summary question types affect Japanese learners in writing a summary. 51 Japanese high school students participated. First, they all took a common reading comprehension test and were then randomly divided into three groups of 17 students each (Group A, B, and C). Group A, B, C took EJ, JE, and EE type summary questions, respectively. The scoring rate of the common reading comprehension test was 89.69%, indicating all the participants’ reading comprehension was generally good. However, the results of summary questions were different. The scoring rate was 46.47%, 40.00%, and 20.00% for EJ, JE, and EE, respectively. These results revealed there was still a significant gap between reading comprehension and writing a summary.

일본어

本研究は読解力と要約作成力の関係を検討した。要約作成には（１）テキストの読解と（２）問題の指示に従い要約を書く、という２つの過程がある。日本人学習者には（１）英語を読み日本語で要約を書く（EJタイプ）、（２）日本語を読んで英語で要約を書く（JEタイプ）、ならびに（３）英語を読んで英語を書く（EEタイプ）という３種類が存在する。本研究では、この３種類の問題が日本人学習者の要約作成にどのような影響を及ぼすかを調べた。実験には51名の日本人高校生が参加した。まず、彼らに共通の読解力テストを課し、17名ずつ３つのグループA, B, Cに分ける。グループA, B, CはそれぞれEJ, JE,EEの要約テストを解く。共通の読解力テストの得点率は89.69%であり、参加者全員の読解力は総じて優れていることが分かった。しかし、要約テストの結果には差が生じた。EJテスト、JEテスト、EEテストの順に得点率はそれぞれ46.47%、40.00%、ならびに20.00%であった。この実験結果が明らかにしたことは、読解力と要約作成力の間には大きな差が存在するということだった。

목차

Abstract
Introduction
Process of Summary Writing
Rules for Summarization and Two Subprocesses
Paraphrase, Citation, or Plagiarism in L2 Learners’ Summaries
Present Study
Method
Participants
Materials
Reading comprehension test
Questionnaire on English learning
Summary tests
Procedure
Grading
Data Analysis
Results
Reading Comprehension Test
Questionnaire
Summary Questions
Discussion
Summary of Findings
Pedagogical Implication
Limitations and Future Directions
Concluding Remarks
Acknowledgements
The Author
References
Appendix

키워드

저자

• Atsushi Watanabe [ Graduate school, University of Tsukuba ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420