2024/05/21 更新

写真a

ホソダ マサヤ
細田 雅也
Hosoda Masaya
所属
文芸学部 英文学科 准教授

学位

  • 博士 (言語学) ( 2018年3月   筑波大学 )

研究分野

  • 人文・社会 / 教科教育学、初等中等教育学

  • 人文・社会 / 外国語教育

最終学歴

  • 筑波大学    

    2015年4月 - 2018年3月

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主な担当科目

  • 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

 

論文

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

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   34   97 - 112   2023年3月

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    担当区分:筆頭著者   記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

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

    JACET Journal   66   115 - 133   2022年3月

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    担当区分:責任著者   記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

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

    JACET Journal   65   125 - 142   2021年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

    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 査読

    Ushiro Yuji, Ogiso Tomoko, Hosoda Masaya, Nahatame Shingo, Komuro Ryuya, Nishi Takeru

    Annual Review of English Language Education in Japan (ARELE)   32   65 - 80   2021年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   32   17 - 32   2021年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

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

    JACET Journal   64   187 - 203   2020年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   31   193 - 208   2020年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

    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年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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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年3月

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    記述言語:英語   掲載種別:研究論文(大学,研究機関等紀要)  

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

    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年3月

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

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   30   113 - 128   2019年3月

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    記述言語:英語  

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

    Hosoda Masaya

    JACET Journal   63   85 - 103   2019年2月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

    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年3月

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    記述言語:英語   出版者・発行元: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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    その他リンク: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16K13256/

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

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

    JACET Journal   62   109 - 128   2018年

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    記述言語:英語   出版者・発行元: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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    その他リンク: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16K13256/

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

    Hosoda Masaya

    Reading in a Foreign Language   29   245 - 263   2017年10月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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  • Supporting the maintenance of global coherence with the situational instruction: Evidence from eye movements during EFL reading 査読

    Ushiro Yuji, Hosoda Masaya, Mori Yoshinobu, Tada Go, Kimura Yukino, Tanaka Natsumi, Nakagawa Hiroaki, Amagai Yuka

    JACET Journal   61 ( 61 )   89 - 107   2017年2月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)   出版者・発行元:大学英語教育学会  

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  • The interplay of text cohesion and L2 reading proficiency in different levels of text comprehension among EFL readers 査読

    細田 雅也

    Annual Review of English Language Education in Japan (ARELE)   27   201 - 216   2016年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)   出版者・発行元:全国英語教育学会  

    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? 査読

    Ushiro Yuji, Mori Yoshinobu, Hosoda Masaya, Tanaka Natsumi, Dowse Eleanor, Tada Go, Nakagawa Hiroaki

    Annual Review of English Language Education in Japan (ARELE)   27   81 - 96   2016年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)   出版者・発行元:全国英語教育学会  

    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 査読

    Ushiro Yuji, Nahatame Shingo, Hasegawa Yusuke, Kimura Yukino, Hamada Akira, Tanaka Natsumi, Hosoda Masaya, Mori Yoshinobu

    JACET Journal   60 ( 60 )   37 - 55   2016年2月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)   出版者・発行元:大学英語教育学会  

    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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    その他リンク: 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年11月

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    記述言語:日本語   掲載種別:研究論文(学術雑誌)   出版者・発行元:日本英語検定協会  

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  • A generalizability theory study on the assessment of task-based reading performance 査読

    Ushiro Yuji, Hamada Akira, Hasegawa Yusuke, Dowse Eleanor, Tanaka Natsumi, Suzuki Kentaro, Hosoda Masaya, Mori Yoshinobu

    JLTA Journal   18   92 - 114   2015年10月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)   出版者・発行元:日本言語テスト学会  

    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 査読

    Hosoda Masaya

    KATE Journal   29   45 - 56   2015年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   26   205 - 220   2015年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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  • Building causally coherent mental representations and learning from expository texts among Japanese EFL readers 査読

    Ushiro Yuji, Hamada Akira, Kimura Yukino, Nahatame Shingo, Hosoda Masaya, Kato Daiki, Watanabe Yoko

    JACET Journal   59 ( 59 )   131 - 150   2015年2月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)   出版者・発行元:大学英語教育学会  

    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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    その他リンク: http://dl.ndl.go.jp/info:ndljp/pid/10501831

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

    Hosoda Masaya

    IRICE PLAZA   24   75 - 82   2014年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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

    Hosoda Masaya

    Annual Review of English Language Education in Japan (ARELE)   25   239 - 254   2014年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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  • Theory of learning from expository texts 査読

    Hosoda Masaya

    IRICE PLAZA   23   77 - 84   2013年3月

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    記述言語:英語   掲載種別:研究論文(学術雑誌)  

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▼全件表示

学位論文

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

    Hosoda Masaya

    【博士論文】筑波大学   2017年12月

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    記述言語:英語   掲載種別:学位論文(博士)  

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

    Hosoda Masaya

    筑波大学   2014年12月

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    記述言語:英語   掲載種別:学位論文(修士)  

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書籍等出版物

  • 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年3月  ( ISBN:4623081540

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    総ページ数: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年12月  ( ISBN:4416716311

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    総ページ数: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( 担当: 共著)

    語研  2014年8月  ( ISBN:487615287X

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    総ページ数: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年12月 

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