Q1. What is the passage mainly about?

1. AHow to write a story about Japan
2. BWhy model essays are not useful
3. CHow to become a university student
4. DWhy it may help to write first and then compare with a model

まず書いてからお手本と比べることの効果がテーマなので D。

Q2. What did the students mostly notice in the model stories?

1. AGrammar rules
2. BSpelling mistakes
3. CWords and phrases
4. DPictures

They mostly noticed words and phrases. とあるので C。

Q3. In this passage, "compared" means the students ...

1. Athrew the story away
2. Blooked at two things to find how they are the same or different
3. Cread the story aloud
4. Dcopied the story many times

compare は「比べる」。自分の作文とお手本の同じ点・違う点を見ること。正解は B。

Q1. What did the students do in the first stage?

1. AThey wrote a story based on pictures while noting problems.
2. BThey read two model texts.
3. CThey took a grammar test.
4. DThey talked with native speakers.

First, they wrote a story based on pictures while noting any problems. とあるので A。

Q2. Which expressions were often taken from the models?

1. AExpressions the students already knew
2. BExpressions written in Japanese
3. CThe longest sentences in the models
4. DExpressions related to problems they faced while writing

Expressions related to problems they had faced while writing were often taken from the models とあるので D。

Q3. What does the writer mean by "struggling to say something gave them a reason to look for the answer"?

1. AStruggling made the students give up.
2. BThe students did not need the models.
3. CNoticing a gap made the students search for useful expressions in the models.
4. DThe models were too difficult to read.

言えなくて困った経験が、お手本で答えを探す動機になった、という意味なので C。

Q1. What is the main idea of the passage?

1. AModel texts should never be used in writing classes.
2. BNative speakers write better stories than learners.
3. CWriting first and then comparing with models can help learners notice and keep useful expressions, though evidence is limited.
4. DGrammar is the most important thing learners notice.

書いてからお手本と比べると、困った部分の表現に気づき保持しやすいが、対照群のない小規模な研究しかない、という内容なので C。

Q2. How does Swain and Lapkin's argument relate to the study?

1. AIt shows that models should be read before writing.
2. BIt explains that producing output makes learners aware of gaps, which guides their attention to input.
3. CIt proves that vocabulary is not important.
4. DIt argues that learners should not revise their writing.

producing output makes learners aware of gaps in their knowledge, and those gaps then steer attention when new input arrives とあるので B。

Q3. What weakness of these studies does the author point out?

1. AThe students did not notice anything.
2. BThe models were written by non-native speakers.
3. CThe method worked only for grammar.
4. DThey were small and descriptive, without control groups.

No study in this line had a control group, and all were small and descriptive. とあるので D。