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ギリス フルタカ アマンダジヨアン
GILLIS FURUTAKA AMANDA J
ギリス フルタカ アマンダ ジョアン 所属 京都産業大学 外国語学部 英語学科 職種 教授 |
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| 言語種別 | 英語 |
| 発行・発表の年月 | 2018/05 |
| 形態種別 | 研究論文 |
| 査読 | 査読あり |
| 標題 | The Roles of the L1 and Working Memory in L2 Extensive Reading: Insights from a Qualitative Investigation |
| 執筆形態 | 単著 |
| 掲載誌名 | MindBrainEd Journal ISSN 2433-8303 |
| 掲載区分 | 国内 |
| 出版社・発行元 | JALT Mind Brain and Education Special Interest Group |
| 巻・号・頁 | 1,pp.58-79 |
| 総ページ数 | 22 |
| 著者・共著者 | Amanda Gillis-Furutaka |
| 原著者 | Amanda Gillis-Furutaka |
| 概要 | There is a growing body of research into learners’ use of the L1 in extensive reading,
but there has been little qualitative investigation into the reasons for this. This qualitative study of Japanese learners of English (from beginner- to advanced-level) aimed to identify when and why learners think in Japanese, or mentally translate when reading English. Interviews and retrospective think-aloud protocols were carried out with 93 students. Initial findings revealed multiple uses of the L1, both consciously and subconsciously. Use of the L1 appears to be strongly related to working memory capacity and not only to the commonly used grammar-translation teaching approach. Possible explanations based on findings from neuroscience are discussed, and recommendations for further research are outlined. |