Poster short abstract:

In this study, we examined the reading comprehension process and the written summaries in Japanese of non-native language students. We observed that correct understanding was hindered by the reading comprehension strategies gained from their cultural background or from the L2 learning process.

Poster long abstract:

According to cognitive theory, learning is facilitated when the instructor evaluates the extent and quality of the student's previous training in designing a class. In this study, aiming to design a reading comprehension class, we examined the reading comprehension process and the written summaries in Japanese of non-native language students. We used this output to analyze how their previous training influenced their reading comprehension. As a result, we observed that correct understanding was hindered by the reading comprehension strategies gained from their cultural background or from the second language (L2) learning process. It became clear that it is necessary to consider the activation of effective previously learned strategies and to be aware of unsuitable reading strategies.

The subjects of this survey were 3 international students (Romania, Vietnam, China) at a Japanese graduate school. Using the thinking aloud method, after noting their process of comprehension when reading essays and academic papers, they were asked to summarize what they read and then they were interviewed about the content and the reasoning behind their understanding. As a result, in one case it was found that L1 reading strategies were not used, but strategies taught during L2 instruction were overused. This resulted in a limited understanding of the details and an inability to understand correctly. In written summaries in L2 of the others, an unconscious influence of L1 culture resulted in unsuitable writing.

Accordingly, in order to plan a class, awareness of not only the linguistic or cultural background, but also a detailed awareness of previous training which might be unsuitable is necessary. Up until now, teaching reading strategies for reading comprehension to Japanese language learners was recommended and useful for beginners. However, it has become clear that learning reading comprehension strategies in L2 can be a hindrance to understanding written text. Instructors should not only be conscious of the difference in the extent and quality of previous training of each student, but also be able to recognize the influence of such reading strategies.

Poster Download (389 KB)