文学作品における教授法
スポンサーリンク
概要
- 論文の詳細を見る
For several years I have often observed Japanese college students, when doing homework for literature and reading classes, engaged in a laborious, time-consuming, and seemingly painful (judging from the looks on their faces) task of word-by-word translation of the text. Whenever I have asked if they enjoyed what they were doing, the students' response has usually been an immediate "no!" These students have obviously been putting in a lot of time and effort out of which they have reaped little, if any, reward. Throughout their formal English education history stretching from junior high school to college, their exposure to reading and literature has been dominated by lectures in which the teachers dictate their own interpretations of plot, theme, characters, and semantic meaning, and have the students perform, for homework, word-by-word translation exercises to which the teachers are the only judges of correctness. The whole process seems inefficient and ineffective to me. Surely there must be an alternative. When asked last year to teach a modern American literature course, I jumped at the opportunity. My experiences have proven to me that, with a little imagination and variety on the teacher's part, Japanese college and university students can learn to relax and enjoy the reading process, and to become more personally involved with the texts they read, more independent and motivated, and more efficient and effective readers. This first paper of a two-part series examines the deficiencies of word-by-word translation and lecture-dominated teaching methods, summarizes current research on ESL/EFL (English as a second or foreign language) reading and how it applies to Japanese students of English, and gives suggestions on how to improve the teaching of English reading and literature at Japanese colleges and universities. The second paper will follow up with a detailed report on the planning, actual teaching, and results obtained in a one-semester literature class I was allowed to teach to second-year English majors at Fukuoka Women's Junior College.
- 福岡国際大学・福岡女子短期大学の論文
- 1994-12-10
著者
関連論文
- ベトナム戦争とイラク戦争におけるアメリカ兵士の抵抗の比較
- 初級者に対する英語指導の一考察 (2)
- 初級者に対する英語指導の一考察 (1)
- 文学作品における教授法 (2)
- 文学作品における教授法
- 短縮形の指導法 : 英語学習者の初級聴力技能の向上に関する一考察
- 大クラスの初級者を活発にさせるディクテーションの創造的使い方
- 英語の冠詞に対する日本人学生の意識を高める
- 日本の大学における学生盗作に関する一考察--外国人教員の視点から
- Some Thoughts on Classroom Management Problems Faced by Foreign Teachers at Japanese Universities
- 効果的な英作文教育法
- Civilian Public Service Conscientious Objectors in World War II
- How Do We Overcome the Difficulties of Teaching Conditionals ?
- Practical Lesson Plans for Teaching "If" Conditionals
- Teaching Relative Clauses to Japanese University Students : Practical Lesson Plans
- 日本人学生と英語の関係詞節の修得
- 日本人学生と英語の関係詞節の修得
- 効果的な英作文教育法
- Keeping Up with Native Speaker Speed--An Investigation of Reduced Forms and Deletions in Informal Spoken English