研究者詳細 - 細田　雅也

論文 - 細田　雅也

分割表示 30 件中 1 - 20 件目／全件表示 >>

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

Hosoda Masaya

Frontiers in Language Sciences 4 2025年4月

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

Hosoda Masaya

JASELE Journal 36 145 - 160 2025年3月

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年

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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