Faculty Profiles - Hosoda Masaya

Papers - Hosoda Masaya

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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

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

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

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

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

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

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

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

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

Theory of learning from expository texts Reviewed

Hosoda Masaya

IRICE PLAZA 23 77 - 84 2013.3

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Papers - Hosoda Masaya