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A Study on the Effects of Adjunct Questions on Japanese Reading Instruction

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Other Title
  • 日本語の文章理解における挿入質問の効果に関する実験的研究
  • ニホンゴ ノ ブンショウ リカイ ニ オケル ソウニュウ シツモン ノ コウカ

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Abstract

The purpose of this study was to clarify the effects of the use of adjunct questions on reading comprehension in Japanese. Experimental subjects consisted of 150 students who were studying Japanese at the mid to late intermediate level. Subjects were divided into five groups;1) prequestions with high frequency group, 2) prequestions with low frequency group, 3) postquestions with high frequency group, 4) postquestions with low frequency group, and 5) control group with no questions. The experiment was conducted as follows; first, a pretest was administered to predict reading ability (vocabulary test). This was followed by learning activity (reading), with the objective of content comprehension. Finally, a post test was administered to measure the degree of learning (content comprehension test). The results showed that there was a statistically significant difference between the questioned group and the non-questioned group. Therefore, it can be said that adjunct questions, regardless of their position, contribute to more effective reading comprehension of Japanese text. However, there was no significance concerning the position and frequency of adjunct questions.

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Details

  • CRID
    1390282680811960064
  • NII Article ID
    110009691067
    110000074814
  • NII Book ID
    AA11144471
  • DOI
    10.24458/jaems.1.2_12
  • ISSN
    24242527
    13409352
  • NDL BIB ID
    3305083
  • Text Lang
    ja
  • Data Source
    • JaLC
    • NDL
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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