英語の間違いは直してもらうと伸びる。でも先生の「さりげない言い直し」は気づかれにくい

Q1. What is the passage mainly about?

1. AHow to travel to Kyoto
2. BDifferent ways teachers correct mistakes
3. CWhy teachers smile in class
4. DHow to write a diary

先生の直し方（さりげない言い直しとヒント）の違いについての話なので B。

Q2. Why did students often not respond to the gentle correction?

1. AThe teacher spoke too fast.
2. BThey were not listening.
3. CThey thought the teacher was just answering.
4. DThe teacher used Japanese.

Maybe they thought the teacher was just answering. とあるので C。

Q3. What should you do when a teacher corrects you?

1. ASay the correct sentence again yourself
2. BStop talking
3. CAsk the teacher to write it down
4. DChange the topic

say the right sentence again with your own mouth とあるので A。

Q1. What is a "recast"?

1. AA hint that asks students to think
2. BA written test
3. CA teacher repeating a student's sentence in the correct form
4. DA student correcting another student

teachers often repeat the sentence in the correct form. This is called a recast. とあるので C。

Q2. What did the 2010 meta-analyses show?

1. ACorrection improves accuracy, and the benefits last.
2. BCorrection makes learners lose confidence.
3. CRecasts are the best type of feedback.
4. DOlder learners benefit the most.

correcting errors does improve accuracy and that the benefits last over time とあるので A。年齢の低い学習者ほど効果が大きいので D は逆。

Q3. Why might prompts work better than recasts?

1. ABecause prompts are shorter
2. BBecause teachers like prompts more
3. CBecause recasts are never used
4. DBecause prompts make learners correct the mistake themselves

答えを見つけるよう促すフィードバックが self-repair（自己修正）につながりやすかったことから D と推論できる。

Q1. Why did students often fail to respond to recasts?

1. AThey did not understand French.
2. BThey heard recasts as simple confirmations of meaning.
3. CTeachers used recasts too rarely.
4. DRecasts interrupted the conversation.

because students often heard them as simple confirmations of meaning とあるので B。

Q2. What happened to the debate about written correction?

1. AIt was found to work only for young children.
2. BEveryone agreed it was harmful.
3. CIt was never studied after 1996.
4. DA 2015 meta-analysis found a moderate-to-large positive effect on written accuracy.

Then a 2015 meta-analysis found a moderate-to-large positive effect on written accuracy. とあるので D。

Q3. What does the author mean by "saying the right form once is not proof of acquisition"?

1. AUptake is the best evidence of learning.
2. BLearners should not react to feedback.
3. CCorrecting yourself right away does not by itself show that you have learned the form.
4. DAcquisition happens only in the classroom.

直後に言い直せても、それだけで身についた（習得した）証拠にはならない、という限界の指摘なので C。