Faculty Profiles - Hosoda Masaya

Papers - Hosoda Masaya

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Verbs’ implicit causality in coreference and coherence processing during L2 comprehension Reviewed

Hosoda Masaya

Frontiers in Language Sciences 4 2025.4

Implicit causality verbs in high school English textbooks: A corpus-based study focusing on verb biases and forms Reviewed

Hosoda Masaya

JASELE Journal 36 145 - 160 2025.3

How much do English textbooks present implicit causality verbs? A Corpus-based analysis of verbs from Hosoda’s (2021) study

Hosoda Masaya

SEIJO ENGLISH MONOGRAPHS 47 245 - 258 2025

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

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

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

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

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

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

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

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

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

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

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

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

Hosoda Masaya

JACET Journal 63 85 - 103 2019.2

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

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

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

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

Hosoda Masaya Reviewed

Hosoda Masaya

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

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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Papers - Hosoda Masaya