{"created":"2023-06-20T15:05:33.640853+00:00","id":2685,"links":{},"metadata":{"_buckets":{"deposit":"9504274c-0a1e-41a2-965b-4bf0e4e93716"},"_deposit":{"created_by":3,"id":"2685","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"2685"},"status":"published"},"_oai":{"id":"oai:osaka-shoin.repo.nii.ac.jp:00002685","sets":["221:224"]},"author_link":["5065","5066","5067"],"control_number":"2685","item_1_alternative_title_5":{"attribute_name":"論文名よみ","attribute_value_mlt":[{"subitem_alternative_title":"リーディング ト リスニング ノ トウゴウ ガ ドッカイ ニ アタエル エイキョウ","subitem_alternative_title_language":"ja"}]},"item_1_biblio_info_14":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2004-01-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"20","bibliographicPageStart":"1","bibliographicVolumeNumber":"3","bibliographic_titles":[{"bibliographic_title":"大阪樟蔭女子大学人間科学研究紀要"}]}]},"item_1_creator_6":{"attribute_name":"著者名(日)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"長尾, 知子","creatorNameLang":"ja"}],"nameIdentifiers":[{}]}]},"item_1_creator_7":{"attribute_name":"著者名よみ","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"ナガオ, チカコ","creatorNameLang":"ja"}],"nameIdentifiers":[{}]}]},"item_1_creator_8":{"attribute_name":"著者名(英)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{}],"nameIdentifiers":[{}]}]},"item_1_description_1":{"attribute_name":"ページ属性","attribute_value_mlt":[{"subitem_description":"P(論文)","subitem_description_type":"Other"}]},"item_1_description_11":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"音声教材の普及に伴い、黙読対音読という従来のモード比較研究は影をひそめ、最近は伝統的黙読に対しリスニングを取り入れた黙読(リスニング読み)及び音読(シャドーイング読み)の訓練効果が注目されている。しかし初見テキストに関しては、日本人EFLの場合、音読に対して黙読が有利だとする定説があるため、音声支援読みによるモード比較はなされていない。本研究では、リーディングとリスニングの統合が初見テキストの英文読解に及ぼす影響を、3種類の読み方比較により調査した。条件を統制した3編の物語冒頭文を、等質の3グループのEFL学生に順序を違え、それぞれ3通りの読み方(黙読、リスニング読み、シャドーイング読み)で読んでもらい、直後に行った筆記再生法によるテストのスコアを比較した。読み方の変数による統計的有意差はみられなかったが、テキスト別比較では、物語に対する馴染み度の違いにより有意差がみられた。個別分析の結果から、シャドーイング読みは視覚的・聴覚的イメージの豊かな馴染みあるテキストの場合、読解を促進し、一方リスニング読みは、一番馴染みのないとするテキストの場合でも、読解を促進することがわかった。","subitem_description_type":"Other"}]},"item_1_description_12":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"The main purpose of the present study is to investigate the effects of integrating the listening process into silent and oral reading activities. No main effect was found for the reading mode variable, revealing that in the three reading modes (silent reading, reading with listening and reading with shadowing), no statistically significant differences were found with respect to written recall scores. In contrast, the main effect for the text variable was statistically significant. The most familiar text was recalled significantly better than the least familiar text in the overall analysis. The separate analyses showed that reading with shadowing could facilitate comprehension in the familiar text with visual or auditory images. Reading with listening also proved to be an effective way to facilitate comprehension in the least familiar text.","subitem_description_type":"Other"}]},"item_1_source_id_13":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AA11637107","subitem_source_identifier_type":"NCID"}]},"item_1_text_10":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Osaka Shoin Women's University"}]},"item_1_text_9":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"大阪樟蔭女子大学人間科学部"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2004-01-31"}],"displaytype":"detail","filename":"KJ00000053115.pdf","filesize":[{"value":"1.0 MB"}],"format":"application/pdf","licensetype":"license_11","mimetype":"application/pdf","url":{"url":"https://osaka-shoin.repo.nii.ac.jp/record/2685/files/KJ00000053115.pdf"},"version_id":"6a8c31e4-67ab-4d44-b93e-bcd0372c801b"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"silent reading","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"reading with listening","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"reading with shadowing","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"processing efficiency","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"cognitive capacity, familiarity","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"リーデリング[リーディング]とリスニングの統合がEFL読解に与える影響","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"リーデリング[リーディング]とリスニングの統合がEFL読解に与える影響","subitem_title_language":"ja"},{"subitem_title":"Does Integration of Listening into Reading Text Passages Affect Comprehension for Japanese EFL Students?","subitem_title_language":"en"}]},"item_type_id":"1","owner":"3","path":["224"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2004-01-31"},"publish_date":"2004-01-31","publish_status":"0","recid":"2685","relation_version_is_last":true,"title":["リーデリング[リーディング]とリスニングの統合がEFL読解に与える影響"],"weko_creator_id":"3","weko_shared_id":-1},"updated":"2024-02-02T05:10:30.213790+00:00"}