Updated on 2024/05/21

写真a

 
Hosoda Masaya
 
Organization
Faculty of Arts and Literature Department of English Literature Associate Professor

Degree

  • Ph.D. in Linguistics ( 2018.3   University of Tsukuba )

Research Areas

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education

  • Humanities & Social Sciences / Foreign language education

Educational Background

  • University of Tsukuba   人文社会科学研究科   現代語・現代文化専攻博士後期課程

    2015.4 - 2018.3

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Primary Subjects (Course) in charge

  • ゼミナール (英語教育学・応用言語学)

  • 英語科教育法A

  • 英語学アカデミックプラクティスA・B

  • 英語学基礎ゼミナール

  • 英語SEE-A・B

 

Papers

  • Time course of verbs’ implicit causality during L2 comprehension: An extended replication of Hijikata (2021) Reviewed

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   34   97 - 112   2023.3

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    Authorship:Lead author   Language:English   Publishing type:Research paper (scientific journal)  

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  • Quantitative and qualitative effects of the reading goal on the monitoring of global causal coherence in L2 reading Reviewed

    Ushiro Yuji, Hosoda Masaya, Mori Yoshinobu, Komuro Ryuya, Nishi Takeru

    JACET Journal   66   115 - 133   2022.3

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    Authorship:Corresponding author   Language:English   Publishing type:Research paper (scientific journal)  

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  • The relationship between validation and comprehension in L2 readers: A perspective from different dimensions of situation models Reviewed

    USHIRO, Yuji, HOSODA, Masaya, OGISO, Tomoko, SASAKI, Yamato, KAMIMURA, Kozo, KOMURO, Ryuya

    JACET Journal   65   125 - 142   2021.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:The Japan Association of College English Teachers  

    Comprehending text information and validating its consistency are two critical components of building a situation model of the text. Although first-language readers have been widely shown to simultaneously validate and comprehend texts, the relation between these two processes is unclear in second-language (L2) readers. We explored this relation in L2 readers, focusing on different situational dimensions (protagonist, temporality, and spatiality) of a story. Japanese university students read narratives containing a context sentence that was consistent or inconsistent with a later target sentence along one of the situational dimensions, while their eye movements were recorded. After reading, they completed a recall test assessing validation and comprehension. The participants were found to validate protagonist but not temporal and spatial consistency, as reflected in increased recall of inconsistencies in the protagonist texts. Conversely, their degree of comprehension was similar across dimensions, which did not show dimension (show dimension effects) effects on recall or eye-tracking measures in the consistent condition. Together, these results indicate the independence of validation from comprehension in L2 reading. The findings are discussed in terms of theoretical models of validation, and implications for researchers and educators are provided.

    DOI: 10.32234/jacetjournal.65.0_125

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  • How Japanese EFL readers maintain the local and global coherence of protagonist, intentionality, and causality in narratives: Evidence from eye movements Reviewed

    Annual Review of English Language Education in Japan (ARELE)   32   65 - 80   2021.3

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  • Proactive use of verbs’ implicit causality bias for making predictions in Japanese EFL learners Reviewed

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   32   17 - 32   2021.3

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  • EFL readers' processing difficulty with understanding different situational dimensions of narrative texts: An eye-tracking study Reviewed

    Ushiro Yuji, Hosoda Masaya, Kamimura Kozo, Ogiso Tomoko, Sasaki Yamato

    JACET Journal   64   187 - 203   2020.3

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  • Establishing coreference in Japanese EFL students using verbs' implicit causality: A sentence completion study Reviewed

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   31   193 - 208   2020.3

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  • EFL readers’ understanding of protagonist, temporal, and spatial links in narrative: Evidence from eye tracking Reviewed

    Ushiro Yuji, Ogiso Tomoko, Nahatame Shingo, Hosoda Masaya, Kamimura Kozo, Sasaki Yamato, Aoki Shigenori, Okada Ryuhei, Komuro Tatsuya

    Annual Review of English Language Education in Japan (ARELE)   31   97 - 112   2020.3

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  • Processing explicit and implicit causal relations in L2 reading

    Hosoda Masaya

    Journal of Liberal Arts and Sciences at Tokyo City University   12   69 - 85   2019.3

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    Language:English   Publishing type:Research paper (bulletin of university, research institution)  

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  • How EFL readers understand the protagonist, causal, and intentional links of narratives: An eye-tracking study Reviewed

    Ushiro Yuji, Ogiso Tomoko, Hosoda Masaya, Nahatame Shingo, Kamimura Kozo, Sasaki Yamato, Kessoku Moeka, Sekine Takanori

    Annual Review of English Language Education in Japan (ARELE)   30   161 - 176   2019.3

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  • On-line and off-line causal explanation of the expository text in L2 readers Reviewed

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   30   113 - 128   2019.3

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    Language:English  

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  • Causal explanation in EFL readers: Memory for causal information is necessary but not sufficient Reviewed

    Hosoda Masaya

    JACET Journal   63   85 - 103   2019.2

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  • Understanding Protagonist, Causal, and Intentional Links During EFL Narrative Reading Reviewed

    USHIRO Yuji, HOSODA Masaya, NAHATAME Shingo, MORI Yoshinobu, SUZUKI Kentaro, TADA Go, OGISO Tomoko, KAMIMURA Kozo, SASAKI Yamato, MANDOKORO Rika

    ARELE: Annual Review of English Language Education in Japan   29   81 - 96   2018.3

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    Language:English   Publisher:The Japan Society of English Language Education  

    Information in narrative texts is linked by different, multiple dimensions such as protagonist, causality, intentionality, spatiality, and temporality. However, little is known about how English as a foreign language (EFL) students understand different dimensions of narratives during reading. This study explored Japanese EFL students' understanding of multidimensional links between narrative sentences, focusing on three important dimensions for comprehension: protagonist, causality, and intentionality. In the experiment, 35 Japanese graduates and undergraduates read narrative texts. Some of the texts contained context sentences that are consistent or inconsistent with later target sentences in terms of the three dimensions. Reading times for target sentences revealed that the participants detected inconsistencies in the causality and intentionality dimensions, indicating that they understood causal and intentional links during reading. The participants understood intentional links most stably, suggesting that intentionality has the prominent status in EFL narrative comprehension. By contrast, the participants failed to understand protagonist links. These findings lead us to propose that EFL readers understand three important dimensions of narratives to different degrees, which provides some implications for EFL reading instruction.

    DOI: 10.20581/arele.29.0_81

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    Other Link: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16K13256/

  • Goal-Oriented L2 Reading Processes in Maintaining the Coherence of Narrative Comprehension Reviewed

    USHIRO Yuji, HAMADA Akira, MORI Yoshinobu, HOSODA Masaya, TADA Go, KAMIMURA Kozo, OKAWARA Nijika

    JACET Journal   62   109 - 128   2018

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    Language:English   Publisher:The Japan Association of College English Teachers  

    This study discusses the processes of reading in a second language that determine success in maintaining the coherence of narrative comprehension. In an experiment, Japanese university students thought aloud their cognitive processes when reading narratives, which included discrepancies between characters’ traits and actions. Participants, first, read 4 narratives to answer comprehension questions and then mentally visualized situations described in the other 4 narratives to prepare for drawing the 4-frame pictures. After classifying their verbal reports from lower-level processing (e.g., lexical and grammatical analysis) to higher-level processing (e.g., inference production), a decision tree analysis was conducted to examine which types of reading processes were more likely to reach success in keeping narrative comprehension coherent. In conjunction with the qualitative interpretations of think-aloud protocols, the results revealed that (a) mentally visualizing characters’ traits based on inference was a trigger for detecting coherence breaks in comprehension, and (b) strategic rereading and reasoning were used to resolve these comprehension in consistencies. These findings were consistent with the framework of the standards of coherence; goal-oriented reading regulated by a specific instruction affected the criteria that individual learners set for the level of coherence in comprehension.

    DOI: 10.32234/jacetjournal.62.0_109

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    Other Link: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16K13256/

  • Learning from expository text in L2 reading: Memory for causal relations and L2 reading proficiency Reviewed

    Hosoda Masaya

    Reading in a Foreign Language   29   245 - 263   2017.10

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  • Supporting the Maintenance of Global Coherence With Situational Instruction : Evidence From Eye Movements During EFL Reading Reviewed

    Jacet journal   61 ( 61 )   89 - 107   2017.2

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  • Hosoda Masaya Reviewed

    Hosoda Masaya

    ARELE: Annual Review of English Language Education in Japan   27   201 - 216   2016.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:The Japan Society of English Language Education  

    The present study explored how the interplay of text cohesion and L2 reading proficiency affects EFL readers' text comprehension at different levels (i.e., textbase, situation models). In the experiment, a total of 100 Japanese university students read a low- or a high-cohesion expository text and performed 3 comprehension tests: a free recall test (FRT) assessing memory of explicit ideas in the text, a causal-question test (CQT) targeting understanding of relations between text events, and a problem-solving transfer test (PSTT) measuring learning from the text. Results showed that text cohesion facilitated memory of explicit text ideas regardless of readers' L2 reading proficiency level. In contrast, a Proficiency × Cohesion interaction was found for understanding of relations in the text: high-proficiency readers benefited from the low-cohesion text, whereas low-proficiency readers performed better when reading the high-cohesion text. Finally, a proficiency effect, but no cohesion effect was observed for learning from the text. The findings suggest that text cohesion affects textbase-level comprehension more than situation-model-level comprehension, whereas L2 reading proficiency consistently influences EFL readers' comprehension. Based on these findings, the study suggests pedagogical implications tailored to specific levels of comprehension and characteristics of the reader and text.

    DOI: 10.20581/arele.27.0_201

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  • How Do Japanese EFL Readers Maintain Coherence in Narrative Memory? Reviewed

    USHIRO Yuji, MORI Yoshinobu, HOSODA Masaya, TANAKA Natsumi, DOWSE Eleanor, TADA Go, NAKAGAWA Hiroaki

    ARELE: Annual Review of English Language Education in Japan   27   81 - 96   2016.3

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:The Japan Society of English Language Education  

    This study examined whether and how Japanese EFL readers maintain coherent narrative comprehension in their memory representations. If readers can successfully maintain coherence in their text comprehension despite encountering coherence breaks, their text memory is enhanced, but if they fail, their text memory can suffer (Otero & Kintsch, 1992). In this study, 48 Japanese EFL university students read 8 experimental narratives and performed a recall task. In each narrative, a character performed an action (e.g., "Mary ordered a cheeseburger") that was either consistent or inconsistent with a prior description of him or her (e.g., "Mary loved junk food" or "Mary was a vegetarian"). The results showed that participants recalled more descriptions and actions of the characters in the inconsistent texts than in the consistent texts, indicating that they selectively reprocessed the inconsistent information in order to maintain coherence. Moreover, most readers chose to edit the later character actions, rather than the preceding descriptions, by substituting the inconsistent actions with more neutral actions (e.g., "Mary ordered food"). These findings suggest that L2 readers slightly edited subsequent information in order to maintain coherence. Pedagogical implications are argued in terms of developing autonomous readers who can self-monitor coherence in their text comprehension.

    DOI: 10.20581/arele.27.0_81

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  • Maintaining the Coherence of Situation Models in EFL Reading : Evidence From Eye Movements : Reviewed

    USHIRO Yuji, NAHATAME Shingo, HASEGAWA Yusuke, KIMURA Yukino, HAMADA Akira, TANAKA Natsumi, HOSODA Masaya, MORI Yoshinobu

    JACET journal   60 ( 60 )   37 - 55   2016.2

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Japan Association of College English Teachers  

    This study involved two eye-tracking experiments that investigated whether and how Japanese EFL learners maintain coherent text comprehension (i.e., a situation model). The participants' eye movements were recorded while reading narratives each of which included an inconsistency between a description of a character (e.g., a vegetarian) and a subsequent action of his or hers (e.g., ordering a cheeseburger). In Experiment 1, these inconsistent statements were separated by only a single intervening sentence, so as to examine the maintenance of local coherence of situation models. The results showed that inconsistency increased initial processing time of the sentence describing the characters' action; furthermore, it caused more participants to look back to the earlier description of the character. Experiment 2 manipulated the distance between inconsistent statements (1 vs. 4 sentences) to examine the maintenance of both local and global coherence of situation models. The results indicated that local inconsistency induced more look-backs, but that there was no such effect in the global condition, thus indicating the difficulty of maintaining global coherence of situation models. These results are discussed in light of the cognitive process involved in construction of coherent situation models during EFL reading.

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    Other Link: http://dl.ndl.go.jp/info:ndljp/pid/10501844

  • 質問応答モデルQUESTに基づく錯乱肢の作成:解答収束メカニズムを利用して

    細田 雅也

    EIKEN BULLETIN   27   73 - 92   2015.11

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:日本英語検定協会  

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  • A Generalizability Theory Study on the Assessment of Task-Based Reading Performance Reviewed

    USHIRO Yuji, HAMADA Akira, HASEGAWA Yusuke, DOWSE Eleanor, TANAKA Natsumi, SUZUKI Kentaro, HOSODA Masaya, MORI Yoshinobu

    JLTA Journal   18   92 - 114   2015.10

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:The Japan Language Testing Association  

    The present study describes the first step in the development and validation of a task-based reading performance test. We designed 6 information transfer task test items in which test-takers were required to transfer what they comprehended from passages (e.g., reading a travel schedule and communicating it to circle members via email). To validate extrapolations on the construct validity of our task-based reading performance test, this study examined the reliability of the test scores by performing a generalizability theory study and a qualitative analysis of rating approaches. In particular, we considered 3 factors (task characteristics, number of raters, and type of rating scale) that affect the reliability of observed scores to obtain an appropriate rating scale and procedure. Over 3 weeks of English classes, 122 Japanese university students completed the 6 different reading tasks. Their reading task outcomes were scored by 6 raters using either a task-dependent or task-independent rating scale. A generalizability study suggested that the 2 types of rating scale could be used alternatively, but qualitative analysis revealed that the 2 rating procedures differed in scoring of local errors associated with detailed information, appropriate reorganization of passage contents, and appropriateness of sociolinguistic elements. Moreover, a decision study demonstrated that the reliability of the observed scores was strongly affected by the number of tasks. To obtain a strictly high-reliability coefficient (.80), 7 tasks by 3 raters are desirable using the task-independent rating scale, while 9 tasks by 3 raters are necessary using the task-dependent rating scale. This study suggested the applicability of task-based reading performance tests and points to be noted for the test implementation from the viewpoints of test material development, scoring procedures, and possible washback effects on teaching and learning of English as a foreign language.

    DOI: 10.20622/jltajournal.18.0_92

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  • Understanding expository text in EFL reading: Focusing on text explicitness, familiarity, and L2 reading proficiency Reviewed

    Hosoda Masaya

    KATE Journal   29   45 - 56   2015.3

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  • Causal inferences during EFL reading of expository texts: Effects of two types of familiarity and L2 reading proficiency Reviewed

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   26   205 - 220   2015.3

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  • Building Causally Coherent Mental Representations and Learning From Expository Texts Among Japanese EFL Readers : Reviewed

    USHIRO Yuji, HAMADA Akira, KIMURA Yukino, NAHATAME Shingo, HOSODA Masaya, KATO Daiki, WATANABE Yoko

    JACET journal   59 ( 59 )   131 - 150   2015.2

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    Language:English   Publishing type:Research paper (scientific journal)   Publisher:Japan Association of College English Teachers  

    This study examined whether (a) EFL learners can build a mental representation of an expository text that represents causal relations among text ideas and (b) building a causally coherent representation leads to learning from the text. In the experiment, three groups of Japanese university students at different English reading proficiency levels (i.e., advanced, upper-intermediate, and lower-intermediate) read an expository text and took an immediate recall test. To assess the learning outcomes from text reading, participants also answered a why-question test a week later in which they were asked to explain the causal sequences of a scientific phenomenon described in the expository text. The results indicated that causally important text ideas were represented in the participants' memory regardless of their proficiency, but linking those ideas based on causal relations was difficult especially for lower-intermediate learners. In addition, maintaining a causal linkage of text ideas in long-term memory promoted learning performances. This research suggested that good expository comprehension and learning depend on the degree of learners' involvement in explanation-based reasoning.

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    Other Link: http://dl.ndl.go.jp/info:ndljp/pid/10501831

  • How should a teacher give reading instructions? Implications from text relevanc Reviewed

    Hosoda Masaya

    IRICE PLAZA   24   75 - 82   2014.3

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  • Generating causal bridging inferences in EFL expository reading: Combining on-line and off-line processing Reviewed

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   25   239 - 254   2014.3

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  • Theory of learning from expository texts Reviewed

    Hosoda Masaya

    IRICE PLAZA   23   77 - 84   2013.3

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Thesis for a degree

  • Understanding causal relations and learning from text in Japanese EFL readers

    Hosoda Masaya

    University of Tsukuba   2017.12

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    Language:English   Publishing type:Doctoral thesis  

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  • Causal inferences among Japanese EFL readers of expository texts: On-line generation and off-line representation

    Hosoda Masaya

    University of Tsukuba   2014.12

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    Language:English   Publishing type:Master’s thesis  

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Books

  • 初等外国語教育 (MINERVAはじめて学ぶ教科教育)

    吉田武男, 卯城祐司

    ミネルヴァ書房  2018.3  ( ISBN:4623081540

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    Total pages:192  

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  • 英語好きな子に育つ たのしいお話365: 遊んでみよう、聞いてみよう、話してみよう 体験型読み聞かせブック

    小学生のための英語教育研究グループ, 子供の科学

    誠文堂新光社  2016.12  ( ISBN:4416716311

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    Total pages:415  

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  • 新TOEICテスト実力養成600問 ([テキスト])

    ロス・タロック, HBK, 細田 雅也, 濱崎 潤之輔( Role: Joint author)

    語研  2014.8  ( ISBN:487615287X

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    Total pages:405  

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  • 教職課程増刊 教員志望者のための基礎学力確認ノート 2014年 01月号 [雑誌]

    協同出版  2013.12 

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