推論的発間の読解に与える影響(指導技術論)
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概要
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Focusing on comprehension questions, this study seeks a teaching strategy which will generate inferencing in the reading comprehension process of learners, so that they can understand the coherent as well as the cohesive relationship of the sentences in a text. The study also attempts to explore an alternative to the traditional grammar-translation method frequently used in teaching reading comprehension. The study was conducted in two classes at a public junior high school. For the control group, the grammar-translation method was used as a whole-class activity. For the experimental group, inferential questions were given as a group activity. In order to check the extent to which students understood the text, a comprehension check test was administered. The contents were: (A) fill-in-the-blanks, (B) rearrangement of Japanese statements, (C) true or false, (D) dividing the story into four parts, (E) understanding the characters' feelings, and (F) Japanese translation. The inferential questions group did better than the grammar-translation group in the "understanding the characters' feelings" section of the comprehension check test, while there was no statistically significant difference between the mean scores of the two groups with regard to Japanese translation. These results indicate that it is not necessary to pay much attention to word-by-word or sentence-by-sentence translation in the reading comprehension process.
- 全国英語教育学会の論文