高校リーディング授業における文学作品の多角的利用

概要

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In an attempt to achieve the goals of teaching reading stipulated in The Course of Study (MEXT, 1999) as well as to live up to its underlying principle, I adopted two young adult books as English reading materials for 3rd-year high school students. This paper reports why and how I used literature, and discusses some of its benefits. The selected two novels, which were written by contemporary hyphenated Americans, deal with cultural conflicts. One of the strengths of reading the literature on this subject is that readers can simulate cross-cultural experiences by considering the feelings of the characters, thus developing an ability to cooperate with people from other cultures and to survive in the international community. From a standpoint of language development, the original texts of young adult books, unlike abridged versions that are found in authorized textbooks, provide abundant input of authentic language used by the students' counterparts in English-speaking countries. Another advantage is that literary works, if selected to suit the students' interest and their English proficiency levels, prompt readers to search for information regarding the authors and the themes of the works on the Internet, which provides further input of English. These strengths of using the literature in a reading course are discussed in this paper, followed by some examples of the post-reading activities I created.
全国英語教育学会の論文