Japanese university students' behavior when reading english: a questionnaire survey and factor analysis

Abstract

This paper reports on a specific cognitive behavior often found when trying to understand a text not written in readers’ native language. Our research group conducted a questionnaire survey to examine Japanese readers’ cognitive behavior and awareness when reading English texts. We also conducted a factor analysis on this questionnaire to identify the behaviors often found when reading English. Participants were 56 Japanese students studying engineering at Chuo University. After reading the texts, a questionnaire consisting of 43 items was applied to the participants. We used exploratory factor analysis to identify the primary factors related to readers’ cognitive behavior and awareness when reading a non-native language. As a result of the analysis, mainly based on the highest contributing factors, it was suggested that readers may have made substitutions into Japanese, their own words, when reading the English texts. In other words, when reading a non-native language, the reader may read the texts by replacing them with their native language rather than comprehending it in that language. Based on the results of our experiment, it is expected that the research on the cognitive supporting systems may help readers to understand non-native languages quickly and smoothly.