Bulletin of the Faculty of Letters, Hosei University

推敲行動

正答例

自己採点

ambiguous sentences

proofreading

worked-examples

self-scoring

A preliminary study was conducted to develop a training program to improve Japanese university students’ writing skills. Thirty ambiguous sentences were prepared for proofreading. The task required reading the ambiguous sentences and writing two single-meaning sentences that can be interpreted from each ambiguous sentence. In one experimental condition, the correct rewritten examples were presented just after the proofreading task. In the other condition, participants were asked to score their own rewritten versions by comparing their answers to the correct ones. Twenty-four university students participated in the study. They were randomly assigned to one of two experimental conditions. The dependent variable was the proofreading task score, evaluated by the experimenter, using the same correct examples. The effects of the experimental conditions were examined using a multiple-baseline across subjects design. Both training types showed statistically significant yet educationally small effects. The difficulty of the ambiguous sentences explained a large proportion of the variance in the score. The results suggest that future research should employ a revised definition of an ambiguous sentence, independent measurement of reading comprehension and rewriting, and prompt participants to identify 5W1H (what, why, when, where, who, and how) in ambiguous sentences.

102 文学部・人文科学研究科 ＞ 紀要 ＞ 法政大学文学部紀要 ＞ 85