第二言語習得でベストはその国へ行って住むこと。それが出来なければ、セカンドベストは多読です。

【主要なアップデート】
（2019.3.15）目次のフォーマット変更。

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こんにちは、Choimirai School のサンミンです。

1.  はじめに

多読（Extensive Reading）は日本人に向いてない、或いは多読で英語が上達するとは思えない、と多読の有効性を疑う声もよく聞きます。

しかし、実際の研究のほとんどは多読（Extensive Reading）の実用性を認め、クラスの中で取り組むことを勧めています。調査の中には日本人を対象にした研究も多数。

今回の note では第二言語としての英語力習得において多読が持つ有効性、特に日本人を対象に検証した研究をいくつか紹介します。

もっと広範囲での研究リスト（400件以上）を見たい人は、下記のリンクを参考にしてください。

Annotated Bibliography of Works on Extensive Reading in ESL

英語学習に多読を取り入れてみたい人には、Choimiria School で運営している "多読 PRO" をオススメしたいです。

６ヶ月間の多読チャレンジ

2.  2017年の研究

■Sakurai, N. (2017). The relationship between the amount of extensive reading and the writing performance. The Reading Matrix, 17(2), 142-164. Available: http://www.readingmatrix.com/files/17-tc71343e.pdf

多読を続けたグループが語彙力と文法で、そうでないグループより高い能力を発揮。そして、作文も英文として流れる文章が書けた。

The results showed that the amount of reading made a statistically significant difference in the mean scores of vocabulary and grammar. Moreover, findings suggested that participants who had accomplished reading more than 108,000 words statistically significantly wrote better lexically and grammatically.

■McLean, S. & Rouault, G, (2017).The effectiveness and efficiency of extensive reading at developing reading rates, System, 70, 92-106. Available: http://dx.doi.org/10.1016/j.system.2017.09.003

多読（Extensive Reading）による授業と精読（Grammar-translation exercises）による授業を比較した結果、多読の方が効率と効果面で優位だったことを実証。

This study provides evidence of both the effectiveness and efficiency of developing reading rates through extensive reading relative to traditional reading instruction with grammar-translation exercises.

3.  2015年の研究

■Sakurai, N. (2015). The influence of translation on reading amount, proficiency, and speed in extensive reading. Reading in a Foreign Language, 27(1), 96-112. Available: http://nflrc.hawaii.edu/rfl/April2015/articles/sakurai.pdf

多読を続けることで、文章の構造を解析する傾向が減り、日本語を介さずに読むようになる。日本語に訳さないことで、読むスピードと理解度が上がる結果に。

The results of regression analyses confirmed that a decrease in translation and grammar analyses statistically significantly affected all three. A further investigation found that a decrease in translation overall as well as in grammar analyses made a difference in the means of the number of words read and the post-test scores. Moreover, a decrease in translation at the word level was statistically significant on reading comprehension, and so was a decrease in translation at the sentence level on the amount of reading.

4.  2014年の研究

■Huffman, J. (2014). Reading rate gains during a one-semester extensive reading course. Reading in a Foreign Language, 26(2), 17-33. Available: http://nflrc.hawaii.edu/rfl/October2014/articles/huffman.pdf

多読（Extensive Reading）と精読（Intensive Reading）の授業を受けた生徒の読むスピードを比較した結果、多読の方が理解度を維持しながら早く読むことが出来たことを実証。

This article reports on an investigation of the reading rate gains of Japanese nursing college freshmen during a one-semester ER course, with students in an intensive reading (IR) course serving as the comparison group (N = 66). The ER group achieved significantly higher reading rate gains (20.73 wpm) than the IR group (-.62 wpm), without sacrificing comprehension. These results add to a growing body of empirical evidence of the effectiveness of ER.

5.  2008年の研究

■Prichard, C. (2008). Evaluating L2 readers' vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2), 216-231.

英語上級者は本当に必要な単語だけを調べる。一方で、初級者は重要でもない単語まで調べる傾向が。どれが重要な単語かを見極める練習が必要。

The findings suggest that high-intermediate and advanced learners are often selective when considering whether to look up a word. However, a third of the participants in this study were judged to have used the dictionary excessively. In addition, a quarter of the words looked up in the study were neither essential to the articles' main points nor frequent or useful words, according to corpus research.

■Iwahori, Y. (2008), Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1). Retrieved April 16, 2008, from http://nflrc.hawaii.edu/rfl/April2008/iwahori/iwahori.html

日本の高校で実施した調査でも多読の有効性を検証。

In this study, students were provided with graded readers and comic books as reading material they would find enjoyable. Pretests and posttests of reading rate and language proficiency were administered and a test was used to compare means of the rates and language proficiency within groups. Results indicate that ER is an effective approach to improve students' reading rate and general language proficiency.

■Furukawa, A. (2008). Extensive reading from the first day of English learning. Extensive reading in Japan, 1(2), 11-14.

日本の中学校2年生のクラスで多読を導入することで、高校1年生と同等のレベルの英語力に到達できたという研究結果。

The results of the ACE exam strongly suggest that ER has helped the eighth graders reach a level of English comparable to students two years their senior.... As the ACE test is well known among high school teachers in Japan, it is hoped it will show those teachers who are not familiar with ER the dramatic results that can occur if they add an extensive reading component to their English classes.

6.  2007年の研究

■Tanaka, H., & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. Reading Matrix, 7(1), 115-131. Retrieved May 26, 2008 from http://www.readingmatrix.com/articles/tanaka_stapleton/article.pdf

高校生を対象に行った調査で多読を実施したグループがそうでなかったグループより、読むスピードも理解度も高かったという結果。

Results revealed that the treatment group, especially those who read graded readers, scored significantly higher in reading speed and comprehension than the control group. The findings suggest that Japanese high schools and more broadly, English teachers in input-poor EFL settings should increase reading input within the students' linguistic levels both inside and outside of the classroom.

7.  まとめ

今回紹介した論文は日本人を対象にした研究結果のみですが他の分野も全部合わせると第二言語習得において多読の有効性を実証している論文は400件を超えてます。

多読を反対する意見の中には、"分からない単語を読み飛ばす"、"流し読みで読めるようにはならない"、というコメントが多いですが、それは多読の方法が間違っているだけであって、多読を否定する理由にはなりません。どんな方法であっても、学習者が間違えて取り組むと効果が期待できないのは当然の話です。

どんな方法であっても、学習者が間違えて取り組むと効果が期待できないのは当然の話！