英語を使える学生が育つ為の教科書-英語リーディングの授業で見られた諸問題点について-

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１

英語を使える学生が育つための教科書

-英語リーディングの授業で見られた諸問題点について－

陸君

文科省の目標である、英語を使える人材の育成を達成する為に、大学教養英語をどのように改善すべきか、また実用的な英語人材をこれからの日本社会にたくさん送り出すために、英語の授業をどのように行っていくかということが、私達英語教員にとってとても重大な研究課題になり、今までの諸問題点を考察しつつ、解決策を探っていかなければならない時期にもなっている。外国語として英語を学習する場合、日本の英語教育は中国や韓国と同じ日常的に実際に使用する場がなく、第２言語研究と同等な視点から研究成果を考えるわけにはいかない。またこの三つの国が共に儒教の影響があって、従来から教育熱心に行って来た。特に中国・日本共に母語には表意文字（漢字）と表音文字（ひらがな・カタカナと現在中国で用いられている一部の漢字簡易体につけられた併音）を使用し、英語は外国語であるという点では条件が全く同じである。近年韓国と中国の大学英語教育は、国を挙げて英語達成度のガイドラインを定められ、英語教育に大きな力を注いできた故に、ＴＯＥＦＬ成績をかなり伸ばしている。しかし、今の日本の学生は（－部の外国への留学、大学院への進学学生を除く）昔ほど英語に興味がなく、やる気も比較的に減退しつつである。ここ１０年の間、日本は中国と韓国とのＴＯＥＦＬスコアには大きな開きがあって、下位に位置している。英語を外国語として勉強する日本の学生にとって、英語を円熟に使えるために、どの方法が一番有効であるか、またこの全入時代の学生に英語をどのように教えればよいのかは、英語教員達がかなり悩まされる一つの課題である。ここ数年の学生の英語学習の実態と結果を通して考察して見ると、学生の語彙力と文法力がかなり欠けていることが大きな原因として分かる。特にこの低い語彙力がコミュニケーションやリーディング、そして専門の外書講読などの授業において、パフォーマンスの大きな障害になっている。この問題は、勿論学生だけではなく、英語の教育制度、教員の指導力にも大きく関係がある。統一した大学生英語達成度のガイドライン、各大学が自分の学生に合った英語カリキュラムや適切な教科書、そして学習者の動機付けと評価方法などを定めるという前提がなければ、大学英語教育レベルアップにはならない。本論文は英語リーディングの授業に焦点を当て、教科書や学習法などの諸問題の分析を行い、改善法を提案していく。第一部は、適切な教科書が学生の語彙力を高める極めて重要であることについて、第二部は読解力を高める為に語彙力の訓練法や自主学習を取り入れる英語授業とその効果について、第三部は、統一カリキュラム内でのリーディングを行うことが可能かどうかについて、疑問や提案を含めて論じる。そして、大学全入時代に、動機減退が見られた学生の再動機づけや依存系学習者から自立型学習者へ育てていくために、e-learningを利用し、如何に英語を使える学生が増えていくことが出来るかどうかをも考案する。京都文教大学臨床心理学部臨床心理学科准教授

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Goal-BoundTextbooksfbrlmprovmg

Students，Abilityo壬UsingEnglish

-Problems＆他ntativeSuggestionsfbrEnglishReadingClass

JunＬｕ

LIntroduction Whatisreading？AccordingtoNeil(2003),“Itisafluentprocessinwhichreaders combineinfbrmationfromatextwiththeirownbackgroundknowledgetobuildmeaning・ Thegoalofreadmgiscomprehension.，，Inreadingprocess,vocabularyacquisitionishighly

demandingfbrEFL(Englishasafbreignlanguage)learners・Nativespeakersaresaidto

haveatleasta20,OOOword-familyreceptivevocabulary(Nation,2001),eventhoughEFL 1earnersdon,tneedtohavesuchanextensivevocabulary；aslowfrequencywordsseldom occur,itissaidthattheyshouldhaveatleast３，OOOwordfamilies lnChina,theCollegeEnglishstandard,setbyMinistryofEducationrequiresthatall thenon-EnglishmajorstudentspassBand4testaftertwoyears，study）withavocabulary abilityof4,200words，mcludingl8001earnedathighschooLWhenstudentsfinishtheir thirdyearatuniversityiorBand5-6tests，theyshouldmasteranotherl,300ｗｏｒｄｓａｎｄａｎａｄｄｉｔｉｏｎａｌｌ,OOOwordsfbradvancedlevelaftertｈｅｙｐａｓｓＢａｎｄ６Ｔｈｕｓｔｈｅｉｒｔｏｔａｌ vocabularyshouldreacha500words・ＩｎＪａｐａｎ，theUniversityEntranceExamCenterTbstrequiresallstudentstohave ｍａｓｔｅｒｙｏｆｌ,500words，andanother900advancedwordsarenecessaryfbrenteringinto thetopuniversities(Kazahaya,2003)Butafterstudentsenteruniversityうthereisneither suchanationalstandardfbrvocabularyacquisitionfbrEFL1earners，noragoal-syllabus‐ testsystemtoreinfbrcetheirEnglishproficiencykTherefbrethefbllowingsituationoccurs： "ＩｔｉｓａｃｏｍｍｏｎａｓｓｕｍｐｔｉｏｎｔｈａｔＪａｐａｎeseuniversitystudents，Englishproficiencyis atitshighesｔａｔｔｈｅｔｉｍｅｏｆｔheentranceexamination，ａｆｔｅｒｗｈｉｃｈｉｔｉｓｓａｉｄｔｏｄｅｃｌｉｎｅｒａｐidlyklfthisisthecase，itisaseriousproblemfbrteachersofEnglishandcurriculum

planners（Okamoto,2007).，，BecauseofanunsystematicCollegeEnglishmethodology，

lower-motivatedstudentsatsomeuniversitiesdon，ｔｓｔｕｄｙｏｕｔｏｆｃｌａｓｓ;ｉｔｉｓｎｏｔｒａｒｅｔｏｓｅｅｔｈａｔｍａｎｙｓｔｕｄｅｎtscan，tvoicetheiropinionswellorreadefficientlyぅnottosayreadthose originalprofbssionalbooksintheirsenioryears、ＷｈａｔａｒｅｔｈｅｃａｕｓｅｓｆｂｒｔｈｉｓＥｎｇｌｉｓｈｔｅａchingsituation？Ｗｈａｔａｒｅｔｈｅｋｅｙｓｔｅｐｓｗｅｈａｖｅｔｏｔａｋｅｔｏｓｏｌｖｅｔｈｅｓｅｐｒｏｂｌｅｍｓ？Ｔｈｅｆｏｌｌｏｗｉｎｇｐａｐｅｒａｉｍｓｔｏｅｘａｍｉｎｅthe characteristicsofEnglishlanguageacquisitionfromtheviewpointofcurriculumdesign， readingmaterials,andvocabularybuildingfbrimprovlngstudents，readingabilityasakey pointfbrusingEnglish Keywords:textbooks,vocabulary,goal-bound-curriculum

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英語を使える学生が育つための教科書一英語リーディングの授業で見られた諸問題点について－３

LAppropriateReadingMaterials

WhatareappropriatereadingmaterialsfbrJapaneseEFLlearnersatuniversities？Ｈowshouldtextbooksbedesignedfbrｔｈｅｍ？Ａｎｄｗｈｏｓｈｏｕｌｄｍａｋｅｔｈｅｍ？Whatarethe goalsfbrthesetextbooks？Allthesequestionsshouldbesolvedbefbrethetextbooksgetinto students,hands，ｓｏｔｈａｔｗｅｃａｎｒｅａｃｈａｔｒｕｅｇｏａｌｆｂｒＥｎglisheducation､ＡｓａｔｅａｃｈｅｒｏｆＥｎｇｌｉｓｈｉｎＪａｐａｎ,oneofthemostdifficulttasksfbrmeistofindagoodtextbookfbrreading classatvariouslevelsHerebyl，ｄｌｉｋｅｔｏｍａｋｅａｃｏｍｐａｒｉｓｏｎｂｅｔｗｅｅｎｔhetextbooksin JapanandChina 1.1CoUegeEnglishTExtbooksinChina ｌｎＣｈｉｎａ，theuniversityteachersallusetheCollegeEnglishBooksfbrnon-English majorstudents・Thereisarigidsyllabusatuniversitytomeetthenationaleducational goals・Tbreinfbrceorsupportthissystem,ｔｈｅＢａｎｄ'､eｓｔｗａｓｄｅｖｉｓｅｄｂｙＣＥｍＴｈｉｓｓｙｓｔｅｍｏｆgoal-syllabus-testiswellestablｉｓｈｅｄａｎｄｓｅｅｍｓｔｏｂｅｗｏｒｋｉｎｇｖｅｒｙｅｆficientlytoproduce highlyproficientEnglishlearners,irrespectiveoftheirmaJorsatuniversity(Taura,2008)． ThehistoryofmakingunifiedCollegeEnglishI1extbookscanbetracedｂａｃｋｔｏｌ９８６； whichhavebeentestedinvariousplacesandwellacceptedbymostuniversities,ａｎｄｔｗｉｃｅｒｅｃｅｉｖｅｄｔｈｅａｗａｒｄａｓｔｈｅｂesttextbookseriesbytheMinistryofEducationinChinaThese setsoftextbookshavebeenrevisedinl992andl997,ａｎｄａｇａｉｎｎｅｗｌｙｐｕｂｌｉｓｈｅｄｉｎ２００２ｂｙ severalauthorizedpublishers・TheCollegeEnglishTbxtbooksaredividedinto6volumes、１－４ａｒｅｆｂｒｇｅｎｅｒａｌｓｔｕｄｅｎｔｓｔｏｕｓｅｉｎｅａchsemesterfbrthefirsttwoyears,and5-6are fbradvancedstudents・Inaddition,ｔｈｅｒｅｉｓａｓｕｂ－１ｂｏｏｋｆｂｒｌｏｗｅｒｌｅｖｅｌｓｔudents､Allthe6 volumesincludethefbllowingbooks：１）GeneralEnglishl－６，２)ListeningandSpeaking l－６，３）Reading1-6,ａｎｄ４）FastReadingl-6Allthetextbooksaredesignedwith8 units，andpublishedwithdetailed1meachers，Manuals・The2002textbookseriespublished bytheShanghaiForeignLanguageEducationPress，fbrexample，ｉｓｔｈｅｍｏｓｔｐｏｐｕｌａｒｓｅｔｏｆｂｏｏｋｓａｍｏｎghundredsofinstitutesandmostofthestudentsatuniversitiesinChina Seventeenprestigiouseditorsandscholarsareallficomtopuniversities，coveringvarious kindsofuniversitiesfromEducationandForeignLanguagestoEngineering，Science＆ TbchnologyB Inordertotakeacloselookatthetextbooksfbrmostofthestudents,thispaperfbcuses onlyonvolumesl-4Fromthissetoffburtextbooks,wecanfindthefbllowingfbatures：ａ)GeneralEnglish:Thismaintextbookisdesignedfbrstudentstostudytwiceaweekbｏｔｈｉｎｃｌａｓｓａｎｄａｔｈｏｍｅ・Ｅａｃｈｕｎｉｔｏｆｔｈｅｅｉｇｈｔｈａｓｏｎｅｔｈｅｍｅ,includingtwopassages,TbxtA fbrfbcusreadingandmextBfbrsubreading;andorganizedinfburparts:Partlpre-reading task，ＰａｒｔｌＩＴｂｘｔＡ，ＰａｒｔＩＩＩＴｂｘｔＢ，ａｎｄＰａｒｔⅣｔｈｅｍe-relatedlanguagelearningtasks・ PartlandlIIareassignedfbrstudentstodooutsideofclass;teachersonlyneedtocheckthe resuｌｔｆｒｏｍｔｉｍｅｔｏｔｉｍｅ､ＰａｒｔｌｌａｎｄＰａｒｔⅣaremainlytaughtandpracticedinclass、ＩｎＰａｒｔＩＩ,aftera800-wordTbxtA,thereisadetailedbilingualvocabularylist,ｔｈｅｎlO morecomprehensionquestions，threepointsfbrdiscussion，TbxtOrganizationfbrwriting

paragraphheadingsandmainideas,LanguageSenseEnhancement（poetryreading)，

LanguageFocusonvocabularydrill,Structure,andComprehensionexercises,andlastly；a clozeexerciseandParagraph'ITanslation､ＴｈｅwholeTbxtAhasal5-pageexercise．

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４ＩｎＰａｒｔｌＩＩ,'IbxtBisfbrhomereading；ｔｈｅｔｈｅｍｅｉｓｃｏｎｎｅｃｔｅｄｗｉｔｈｌｌｅｘｔＡｏfsimilar

lengthAfterthetext，thereareexercisesfbrComprehensｉｏｎＣｈｅｃｋ，'Iranslationofthe

sentences，ＬａｎｇｕａｇｅPractice，ＧｒｏｕｐDiscussion，EssayWriting，andWritingStrategyh Studentscanchecktheiranswersintheappendix・ＰａｒｔｌＶｉｓｄｅｓｉｇｎｅｄｆｂｒｆＵｒｔｈｅｒｕｎｄｅrstandingTextsA＆Ｂ，ａｎｄａｌｌｔｈｅｌａｎｇｕａｇｅｐｒａｃｔｉｃｅｓ,fbcusedonclassdiscussionandwriｔｉｎｇＩｔｉｓｅｘｐｅｃｔｅｄｔｏｔａｋｅｏｎｅｈｏｕｒｔodothe exerciseinclass・Ｏｎｅｗｈｏｌｅｕｎｉｔｈａｓａｂｏｕｔ３０ｐａｇｅｓ,TbxtAwithin20pagesexercise,andlbxtBwithin lOpagespractice・Ｔｈｅwholebookhasabout300pages，ｗｉｔｈｌＯＯｐａｇｅｓｏｆｆｉｖｅｋｉｎｄｓｏｆａｐｐｅｎdicesfbrreferences・Itisusuallysuggestedtofinisheachunitwithin5hours． b)ListeningandSpeaking：Ｔｈｉｓｓｅｔｏｆｂｏｏｋｓａｌｓｏｈａｓ６ｖｏｌｕｍｅｓ，ｗｉｔｈteachers，ｍａｎｕａｌａｎｄＣＤＲＯＭｓ・Each bookcontainsl6units，andeachunitincludesfburpartsasfbllows:ParMfbcusesonskill

training:１）Communication,２)ListeningStrategyB〃〃Bistheexercisefbrlisteningand

speakingdrill,withthreeexercises：１）Pre-listeningTask;２）ListeningTasks,whichhas

twodrills：ｏｎｅｉｓ``ListeningfbrgeneralunderStanding/ｍａｉｎidea,，,theotheｒｉｓ“Listening fbrdetails/specificinfbrmation・''３）SpeakingTasks,ｔｈｉｓａｉｍｓａｔｈｅｌｐｉｎｇｓｔｕｄｅｎｔｓｔｏｇｅｔ usedtosocialcommunicationbyprovidingtwosampledialogues.Ｐα〃Ciscalled"Additional Listening.，,Ｐａｒ/Disintendedfbr“HomeListening.，, Inadditiontotheabovefburparts,ｓｏｍｅＥｎｇlishsongs,humorousstories,ａｎｄｆａｍｏｕｓｉｄｉｏｍｓａｎｄｐｒｏｖｅｒｂｓａｒｅｉntroducedin“LeisureTime，,ineveryotherunitfbrstudentsto enJoyぅandtherearetwosetsoftestsattheendofeachbookfbrstudentstotestthemselves． c)Reading:Thisbookisdesignedasextracurricularreadingmaterialtoaccompanythe maincoursebook-GeneralEｎｇｌｉｓｈＴｈｅｌｅｎｇｔｈｏｆｔｈｅｐａｓｓａｇｅｆＴｏｍＢｏｏｋｌｔｏＢｏｏｋ４ｄｅｖｅｌｏｐｓｆｒｏｍ８００ｗｏｒｄｓｔｏ２０００ｗｏｒｄｓ・Everybookhaseightunits，ｅａｃｈｏｆｔｈｅｅｉｇｈｔｕｎｉｔｓｈａｓｔｈｒｅｅｐａｓsages，contaimng thefbllowingfiveparts:１)Brieflntroduction,tostimulatebefbrereading;２)Ｓｉｄｅｎｏｔｅｓｏｆｎewwordsoneverypagefbreasyreading;３)amongthreepassages,thefirstoneisclosely connectedwｉｔｈｔｈｅｔｈｅｍｅｏｆｍａｉｎｃｏｕｒｓｅｂｏｏｋ－ＧｅneralEnglishAnothertworeading passagescontainthesubjectsofvariousthemessuchasshortstoryぅSEbiography)history etc,inordertobroadenstudents，viewpointsandenrichtheirknowledgeofthehumanities・ Followingthefirstmainpassage,thereare：ａ)Comprehensionexercises,vocabularycheck,andquestionsfbrdiscussion;ｂ)Reading skillsandexercises・Thislatterpracticecovers“Recognizingtopicsandmainideas,,， Highlightingthetopicsentences",``Recognizingprefixesandsuffixes，，,“Usingadictionary"， "Identifyingtransitionsbetweenideas，，,"Outliningandsummarizing'，,"Developingreading strategies,,ａｎｄothers．｡)FastReading:Ｔｈｉｓｓｅｔｏｆｂｏｏｋｓａｌｓｏｈａｓ６ｖｏｌｕｍｅｓｗith8unitsasalltheotherbooks， bｕｔｔｈｅｙａｒｅｍｕｃｈｔｈｉｎｎｅｒｔｈａｎａｎｙｏｔｈｅｒｂｏｏｋｓａｎｄｉnloose-leafstyle・ＴｈａｔｍｅａｎｓａｌｌｔｈｅｐａｇｅｓｃａｎｂｅｓｅｐａｒatedfbrtestsEachunithasfburpassagesandisdividedintofbur parts:Ａ１,Ａ２ａｎｄＢ１，Ｂ２Ａ１ａｎｄＢ１ａｒｅｆｂｒｃｌａｓｓｐｒａｃｔｉｃｅ,Ａ２ａｎｄＢ２ａｒｅｆｂｒｈｏｍｅｗｏｒｋ・ Thereadingtimesetfbreach500-to-800-wordpassageisbetweenfiveandeightminutes， andthenanotherfiveminutestofinishthecomprehensionansweringsheｅｔｗｉｔｈｆｉｖｅｔｏ

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英語を使える学生が育つための教科書一英語リーディングの授業で見られた諸問題点について－５ sevenquestions・Soitisdesignedfbrstudentstoreadusingallthereadingskillstheyhave acquiredfromtheirreadingtextbooksandclasses・Ａｔｔｈｅｅｎｄｏｆｅａｃｈｅｘｅｒｃｉｓｅｂｏｏｋ，an appendix,“Keytocomprehensionexercises，，isattachedfbrstudentstocheckbythemselves・ Withthiswholesetofbooks，thepublishersalsoprovideCollegｅＥｎｇｌｉｓｈＢａｎｄｌｂｓｔｂｏｏｋｓｆｒｏｍｌｔｏ４ｆbrgeneralstudentstopractice，ａｓｗｅｌｌａｓ５ｔｏ６ｆｂｒｈｉｇｈｌｅｖｅｌｓｔｕｄｅｎts toprepare,becauseallthenon-EnglishmaJorstudentshavetopasstheBand4test,ｗｈｅｎ theyfimshtheirstudyoftwoyearsSomehighlevelstudentscantakethｅｔｅｓｔｆｂｒＢａｎｄ６ｉｆｔｈｅｙｐａｓｓｔｈｅＢａｎd4earlierthanotherstudentsinthefirstyearSincethissetofgoal‐ basedtextbooksisverysystematicandcomplete，studentsfeeltheyhaveenoughmaterial fbrstudy〕ａｎｄｔｅａｃｈｅｒｓｆｉｎｄｉｔａｇｒｅａｔｈｅｌｐｔｏｕseready-made，all-roundmaterialsfbrclass teachin9.Ｔｈｅeffectofusingthesebooksisstunning,ａｎｄａｌｍｏｓｔ９５％ｏｆｓｔｕｄｅｎｔｓｐａｓｓｔｈｅＢａｎｄ４ｔｅｓｔｉｎｂｉgcities,andapproximately70％ｉｎｃｏｍｍｏｎｃｉｔｉｅｓａｎｄｒｅｍｏｔｅａｒｅａｓ・ InadditiontotheabovesetofCollegeEnglishTbxtbooks,therearemanyotherdifferent versionsofthesamelevelbookspublishedinvariousplacesinChina・Diffbrentuniversities usuanychoosetheirfavoriteversionsfbrappropriateusagebytheirstudents・Ｓｏｉｔｈａｓｂｅｅｎａｇｒｅａｔｃｈａｌｌｅｎｇｅｆｂｒｄifferentpublishersanduniversitiestocompetewitheachother． 1.2CollegeEnglishICxtbooksinJapaｎｌｎＪａｐａｎ，theEnglishtextbookpublishmgmarｋｅｔｉｓｌａｒｇｅｒｔｈａｎｉｎａｎｙｏｔｈｅｒＡｓｉａｎ country､ＴｈｅｒｅａｒｅｓｏｍａｎｙＪａｐａｎｅｓｅｐｕｂｌｉｓｈｅｒｓａｓｗｅｌｌａｓａｌａｒｇｅｎｕｍｂｅｒｏｆｆＯｒｅｉｇｎｐｒｅｓｓｅｓｔｈａｔｉｔｉｓａｌｗａｙｓｓｏｈａｒｄｔｏmakethechoiceofanappropriatetextbookfbrteaching AccordingtomyexperienceofteachingEngliｓｈｉｎＪａｐａｎ，ｉｔａｌｗａｙｓｃｏｎｓｕｍｅｓｍｕｃｈｅｎｅｒｇｙｔｏｆｉｎｄａｇｏｏｄＥｎｇｌｉｓｈｔｅｘｔｂｏｏｋｆｂｒｎｏｎ－ＥnglishmaJorstudents，andthereading textbooksareseldoｍｉｎｇｒａｄｅｄｖｏｌｕｍｅｓｆｏｒｓｔｕｄｅｎｔｓｔｏｌearnstepbystepDifferent teachersusetheirfavoritetextbooksatdiffbrentuniversities・TheMinistryofEducation， Science＆Technologydoesn，thaveaguidelinefbrCollegeEngliｓｈＴｅａｃｈｉｎｇｌａｌｗａｙｓｗｏｎｄｅｒｉｆｔｈｅｆｒeechoicefbrtextbooksbydiffbrentteachersgoodtomeetarequiredgoal？ Isitaneffbctivewayfbrlanguageeducation？Theseremainasveryseriousquestions・Ｉｎｍｙｏpinion，thesystemlacksefficiencyandcompetition・ＭａｙｂｅｔｈｉｓｉｓｏｎｅｏｆｔｈｅｒｅａｓｏｎｓｆｂｒＪapanesestudents，lowerEnglishachievement，especiallycomparedwithotherAsian countriessuchasKoreaandChmaiｎＴＯＥＦＬｒｅｓｕｌｔｓＴｈｅｆｅａｔｕｒｅｓｆｂｒＣｏｌlegeEnglish TbxtbookspublishedinJapancanbeclassifiedasfbllows： aWariouskindsofbooks,butnotsystelnatic,orgraded SinceTheMinistryofEducationinJapandoesn，tsetaguidelmefbrCollegeEnglish Education，ｔｅａｃｈｅｒｓａｎｄｓｔｕｄｅｎｔｓａｒｅｎｏｔｓｕｒｅｗｈｉｃｈｌｅｖｅｌｉｓａｐｐｒｏｐｒｉａｔｅｆｂｒｔｈｅｍｔo reacheachyearltiswell-knownthatEnglishisjustatoolfbrpeopletoapplyfbrgetting infbrmatｉｏｎａｎｄｃｏｍｍｕｎｉｃａｔｉｎｇｗｉｔｈｏｔｈｅｒｐｅｏｐｌｅｉｎｔｈｅｗｏｒｌｄ・Ｗｈａｔｉｓｔｈｅｓｈｏｒｔｅｓｔａｎｄｍｏｓｔｅｆｆｅｃｔivewaytoachievethisaccomplishmｅｎｔｓｈｏｕｌｄｂｅｔａｋｅｎｉｎｔｏａｃｃｏｕｎｔｂｙｅducationauthorities・ＦｒｅｅｔｅａｃｈｉｎｇａｎｄｆｒｅｅｃｕｒｒｉｃｕｌｕｍｈａｒｍｓｔｈｅｒｅｓｕｌｔｓｏｆＣＥＢＩｎｔｈｅｐｒｏｃｅｓｓｏｆｌａｎｇｕａgetraining，ｌｅａｒｎｅｒｓｓｈｏｕｌｄｂｅｔａｕｇｈｔａｎｄｐｒａｃｔicestepbystep Asstimulation，studentsｎｅｅｄｔｏｋｎｏｗｔｈｅｉｒｏｗｎｌｅｖｅｌｂｙｓｏｍｅｂａｒｔｅｓｔｔｏｓｅｅｈｏｗｍｕｃｈｔｈｅｙｈａｖｅｉｍｐｒovedafterasemesterorayear,ｓｓｔｕｄｙｌｔｉｓａｃｒｉｔｉｃａｌｉｓｓｕｅｆｂｒＣＥＥand publisherstopaygreatattentiｏｎｔｏ．

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６ bWerygoodreadingmaterials,butlackofexercises MostoftheEngｌｉｓｈｔｅｘｔｂｏｏｋｓｉｎＪａｐａｎｌａｃｋｄｅｔａｉledexercisesforstudentsto

practice・Afterapassage，ｔｈｅｅｘｅｒｃｉｓｅｓａｒｅｕｓｕａｌｌｙｔｗｏｏｒｔｈｒeepages，whichcoversome

comprehensionquestions，vocabularyfill-in-the-blankexercises，andsentencetranslation・

Threeofmyfavoritereadingtextboｏｋｓｃａｎｂｅｕｓｅｄａｓｅｘａｍｐｌｅｓ：１)ｈａｄ〔ﾉP-22Srepsro

S/,walfegicha伽ｇ(Seibido):itissowelldesignedwithmosthelpfUlskillsfbrstudentstoknow・

Eachchapterbeginswith“QuestionsandVOcabularyExpander，，fbrpreparationThen "SkmBuilder”ｃｏｍｅｓｗｉｔｈｔｈｅ“ReadingPassage,,､Afterthepassage,therearefivetrueor falsequestions，thenalisteningactivatorand“InfbOrganizer，,fbrsummarypractice・The

wholechapterisonly4pages､２)Ｏﾙﾉﾉ"ｅＪ'ＯＡＥ"g/杣＜L従＞publishedbyShouhakusha:the

firstpartofeachunitcomeswitｈａ“column,，ｉｎＪａpaneseasanintroduction，thesecond partisawhole-pagepassａｇｅｗｉｔｈ２０ｏｒｍｏｒｅｂｌａｎｋｓｔｏｆｉｌｌｏｕｔwhiledoingthelistening,the fbotnotesfbrnewwordsareverylimitedwithJapanesetranslation・ThenlOtrueorfalse questions,ａｎｏｔｈｅｒｌＯｃｈｏｉｃｅｓｔｏｍａｔｃｈｔｈｅｎｅｗｗordswiththeirEnglishmeaning,ａｎdlast comesthe“Composition，,ofthreetranslationsentencesandtwoquestionsfbrdiscussion・ Thewholeunitalsocoversonlysixpages､３)Thethirdtextbooklhaveusedfbrreading practiceismrermediaｒｅＦａｓノルα戒"ｇ(Sej6jdbﾉＴｈｉｓｂｏｏｋｉｓｑｕｉｔｅｓｉｍｉｌａｒｔｏＦａｓノルａｄｉ"ｇｏｆＣｈｉｎａ，sCollegeEnglish,ｗｈichbeginswiththreequestionsas“Befbreyouread，，，ｔｈｅｎｔｈｅｉｔｅｍｏｆｌＯ“Targetvocabulary",thena300-350-word“ReadingPassage，，withfivequestions fbrcomprehensioncheckAfterthepassage，ｔｈｅｒｅｉｓａ``ListeningComprehension，,fbr studentstowriteouttheiranswerstothreequestions，ａｎdfivemultiple-choicequestions fｂｒ“VOcabularyReinfbrcement,,､Ｔｈｅｌａｓｔｐａｒｔｅｎｄｓｗｉｔｈａｔａｓｋｏｆｆｉｎｄingthree“Idioms,,in thereadingpassage､Thewholeunithasonlyfburpages・Ａｔｔｈｅｅｎｄｏｆｔｈｅｂｏｏｋ,thereisa notefbreachunit,explainedinJapanese・ SoJapaneseeditorsandpublishersprovidehundredsofgoodEnglishtextbookstothe CollegeEngnshmarket，rangingfromgrammartraimng，vocabularystudyぅreadingskills， newsreading，ｔｏlistening，ａｎｄwriting,ｂｕｔｕｓｉｎｇｏｎｌｙｏｎｅｂｏｏｋｉｓｕｓｕａｌｌｙｎｏtenoughto coverthenecessaryskil1s,soteachersshouldcombinesomebooksbythemselvesfbrdifferent levelstudentstouse・Allthesebooksarepublishedbydifferentpublishinghouses,andmade byseparateeditorsandscholarsltisveryhardfbrteacherstoselectagoodreadingbookfbr studentstolearnstepbystepbothinclasｓａｎｄａｔｈｏｍｅｔｏｒｅａｃｈａｃｅｒｔａｉｎｌｅｖｅｌｏｆＥｎｇｌｉｓｈｃ)Largevocabulary,butwithoutbilingualwordlist Aslhavementionedabove，allthetextbooksandmaterialsareveryinfbrmativeand updated,butsometimestheyaretoodifficultfbrnon-Englishmajorstudents，andthere aretoomanynewwordswhichhavespecialandtechnicalmeaningsBesides，ｔｈｅｌｅｖｅｌｓａｒｅｎｏｔdivided,ｎｏｒａｒｅｔｈｅｂｏｏｋｓｐｕｂｌｉｓｈｅｄｉｎａSeries、ＴｈｅｒｅｉｓｎｏｃｏｈｅｒｅｎｃｅａｍｏｎｇｔｈｅｂｏｏｋＳ，sothatstudentscannotlearnEnglishinasystematicwayTheystudythiｓｂｏｏｋｉｎｔｈｉｓｓｅｍｅｓｔｅｒａｎｄｔｈａｔｂｏｏｋinanotherSometimestheypickuponeteacherwhofOcuseson grammarぅandsometimestheyencounterateacheｒwhoemphasizeslisteningpractice・Soto thestudents,it,ｓａｍｅss ThemostobviousshortcomingofEnglishtextbooksusedatJapaneseuniversitylevel istheexercisesfbrvocabularystudy8Thewordlistusuallycontainsnopronunciation，nor bilingualexplanations・Studentscannotpronouncecorrectlyandreadwellinclass，ａｎｄiｔ

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英語を使える学生が育つための教科書一英語リーディングの授業で見られた諸問題点について－７

takestimefbrteacherstoinstructｔｈｅｍ・ThisisaseriousproblemfbrJapanesestudents

Soinaword，mostoftheCollegeEnglishtextbookspublishedinJapanaregeared

towardextensivereading,notfbrintensivereadinginclass､Withoutintensivereadingand

fbcusedstudyonwords，phrasesandgraｍｍａｒぅstudentscannotmasterEnglishandlittle

achievementcanbemade d)hachers，manualswithverysimplihedandpoorreferences

AlltheEnglishtextbooksfbruniversityusearedesignedwithteachers，books，but

therefbrenceisverylimited,justsomeanswerstotheexercises,andtranslationofthe

readingpassagesThereisnoinstructionfbrteacherssuchastentativesuggestionsfbrtime

allotment，fbcusingpoints，intentionallanguagegoals・Comparedwithsomeconversation

boｏｋｓｐｕｂｌｉｓｈｅｄｂｙｓｏｍｅｆｏｒｅｉｇｎｐｕｂｌｉｓｈｅｒｓｉｎＪａｐａｎｓｕｃｈａｓＯｘｆＯｒｄａｎｄＣａｍbridge

publishinghouses，Japanesepublishers,teachers，manualsarefarlessinfbrmativethan thoseabove・HlkeOxfbrd`Ｅ咽/応ﾉＭｍｏｗＨＤｗ"BookIfbrexample:eachchapteroftheteacher，s handbookcontamslOpagesofinstructionwithverydetanedinfbrmatiｏｎ､Inadditiontothis， thereisaWOrkbookfbrstudentstodohomeworkTeachersneedjusttochecktheresultsin classAllthesesaveteachersalotoftimeandhelptoimproveclassteachingeffect．ＶⅥththeabovecomparison,thefbllowingresultcanbeasupporttoOkamoto，ｓ(2007） assumptionthatJapaneseuniversitystudents，Englishproficiencyisatitshighesｔａｔｔｈｅｔｉｍｅｏｆｔheentranceexamination,afterwhichitissaidtodeclinerapidly lWoyearsago，myresearchgroupadministeredtwoｖｅｒｓｉｏｎｓｏｆｍｏｃｋＴＯＥＦＬｔｅｓｔｓａｔｓｉｘｕniversities-twonationaluniversｉｔｉｅｓｉｎＣｈｉｎａ，ａｎｄinJapantwonational universities,oneprefbcturaluniversityandoneprivateuniversityinｔｈｅｙｅａｒ２００５－２００６， onceatthebeginningofthefirstyeａｒａｓａｐｒｅ－ｔｅｓｔａｎｄｔｈｅｏｔｈｅｒａｔｔｈｅｅndoftheyearas apost-test・Weselected30studentsfromeachuniversityatrandomtotaketheteststo

accessoursubjects，EnglishproficiencyleveLWefbundthatimprovementwasobservedin

thelisteningscoresatthreeJapaneseuniversitieswhereasallfburJapaneseuniversities hadadecreaseintheirscoresofreadingandstructure､Meanwhile,thetwouniversitiesin Chinamaintainedalltheirscoresandfilrtherｍｏｒｅｉｍｐｒｏｖｅｍｅｎｔｗａｓｓｅｅｎｉｎｔｈｅｉｒｒeading skillscoresAsaresult，nodeteriorationwａｓｏｂｓｅｒｖｅｄｉｎｔｈｅｆｉｒｓｔｙｅａｒｏｆｔｈｅＣhinese universitieswhilebothimprovementanddeteriorationrevealedamongJapanesefirstyear universitystudents

lnsummary；asetofgoodgradedtextbooksinhanｄｉｓａｋｅｙｔｏｔｈｅｓｕｃｃｅｓｓｏｆＥｎｇｌｉｓｈ

ｅａchingandstudybTherefbre，producingasetofgoal-boundCollegeEnglishTbxtbooksis

urrentlyanindispensabletaskfbrEnglishscholarsandpublisherstocarryout．

,ReadingStrategies＆VOcabulary

‘`ReadingisanessentialskillfbrleａｒｎｅｒｓｏｆＥＦＬ、Ｆｏｒｍｏｓｔｏｆｔｈｅｓｅｌｅａｒｎｅｒｓｉｔｉｓｔｈｅ

ｏstimportantskilltomasterinordertoensuresuccessnotonlyinlearningEnglish,but

soinlearninginanycontentclasswherereadmginEnglishisrequired.，，(Neil,2003）

ｔｈｓｔrengthenedreadingskills,learnerswillmakegreaterprogressanddevelopmentin

otherareasoflearning,Whatisinvolvedinreading？Ｈｏｗdowemakesenseofprinted terials？Thesearethequestionsallteacherｓｈａｖｅｔｏａｎｓｗｅｒｗｈｅｎｐｒｅｐａｒｉｎｇｔｏｔｅach yEFLreading．

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８ 2.1VOcabularyTrainingandhst

Thegoaｌｏｆｒｅａｄｉｎｇｉｓｃｏｍｐｒｅｈｅｎｓｉｏｎ・Ｂｕｉｌｄｉｎｇａｓｔｒｏｎｇｖｏｃａｂｕｌａｒｙｉｓｔｈｅｖｅｒｙ

ｉｍｐｏｒｔａｎｔｂａｓｅｆｏｒｒｅａｄｉｎｇ・ＩｆｗｅｒｅｇａｒｄＥｎｇｌｉｓｈａｓａｈｏｕｓｅ，ｔｈｅｖｏｃａｂｕｌａｒｙｃａｎｂｅ

ｃｏｎｓｉｄｅｒｅｄａｓbricks，ｇｒａｍｍａｒａｓｆｒａｍｅ，andthenrhetoricasdecoration､Ａｓａｒｅｓｅａｒｃｈｅｒ

ｏｆＥＦＬ，ｍｙｅａｒｌｉｅｒｅｘｐｅｒｉｅｎｃｅｔｏｌｄｍｅｔｈａｔｒｅａｄｉｎｇａｌｏｕｄofthewordswithcorrect

pronunciationisaneffectivewayfbrmemorizing，andmemorizingwordswithphrasesor

sentencesisanevenmorehelpfilｌｓｋｉｌｌｆｂｒｕｓｉｎｇｔｈｅｍ・Recentresearchhasemphasized

theimportanceofvocabularytosuccessfillreading(Nation).Neilalsoinsiststhatbasic

vocabularyshouldbeexplicitlytaughtanｄＬ２ｒｅａｄｅｒｓｓｈｏｕｌｄｂｅｔａｕｇｈｔｔｏｕｓｅｃontextto efficientlyguessthemeaningsoflessfrequentvocabularyB SincetheJapaneseUniversityEntranceExamCenter'I1estrequiresallthestudentsto

haveaworkingvocabularyofl,500Ｗords,andanother900advancedwordsfbrgettinginto

thetopuniversities，universityEnglishteachmgshouldfbllowupthiscriteriontoimprove students，abilitynotonlytoskillfUllyutilizethem,butalsoincreasetheirlevelbymaking highercriteria・AccordingtoNation，“T１ｏｃｏｐｅｗｅｌｌｉｎＥｎｇlish，asecondlanguagelearner wouldneeｄ５，OOOwordsandpreferablylO,OOOwordsltismostefficienttolearnthese wordsfromthemostusefUltotheleastusefUl.，,Ｓｏｉｔｉｓｉｍｐｏｒｔａｎｔｆｂｒｔｅａｃｈｅｒｓａｎｄｃourse designerstohaveasetofguidingprinciplesthatcanbeappliedinavarietyofteachingand learningsituations

Therefbrewhenteachingreading,vocabularytrainingshouldbefbcuｓｅｄｏｎｌ)themost

usefillvocabularyfirst・AsintroducedbyNation，themostfrequentlOOOwordfamiliesof Englishcoveraround75percentoftherunningwordsinacademictextsandnewspapers， over80percentinnovels,andabout85percentoftherunningwordsinconversation､２）

gettingstudentstoreadandlistentogradedreadersconnectingthesewords;３）getting

studentstostudythewordsanddoexercisesbasedonthem;４)tospeakandwriteusing

thewords、Ofcourse，vocabularylearningisalargeandcontinuingtask；inadditionto

providingusefUlinput-goodtextbooks，ａｎｄｓｕｐｐｏｒｔｔｏｈｅｌｐｔｈｅｍ，itisultimatelythe

studentswhohavetocarryoutlearningthemselves・Ｓｏｗｅａｒｅｉｎｄｅａｄｌｙｎｅｅｄｔｏｈａｖｅｓｏｍｅｇoodreadingtextbookswithenoughvocabularypractice Additionallyぅgivingvocabularytestsisalsoanecessarywaytostimulateｓｔｕｄｅｎｔｓ

ｔｏｋｎｏｗｔｈｅｉｒｌｅｖｅｌｏｆｗｏｒｄpower・Ｎｏｗａｄａｙｓｗｅｃａｎｇｅｔｓｔｕｄｅｎｔｓｔｏｐｒａｃticethrough

computersbothinclasｓａｎｄａｔｈｏｍｅ・Ｉｎｌｋｅｍｙｏｗｎｔｅｓｔｉｎｇｅｘｐｅｒｉｅｎｃｅｉｎ２005-2006,mosl

ofthefirstyearstudents,ｗｏｒｄｌｅｖｅｌｓｗｅｒｅｆｂｕｎｄａｔｔｈｅｂｏｔｔｏｍｏｆｏｎｅｏｒｔｗｏａｍｏｎｇｆｉｖＩ

ｌｅｖｅ1s，ｅｖｅｎａｆｔｅｒｔｈｒｅｅｍｏｎｔｈｓｏｆｓｔｕｄｙａｓｔheygotintotheuniversitybButbyassignin

vocabularypracticeashomeworkbyusingacademicEnglishsofｔｗａｒｅｉｎｔｈｅｃｏｍｐｕｔＥ

ｒｏｏｍ，andregularchecking,manystudentsimprovedtheirwordpｏｗｅｒｔｏｌｅｖｅｌ２ａｎｄ３ｌ

ｔｈｅｅｎｄｏｆｔｈｅｆinalterm、Thevocabularystudyprogram,called“powerwords，，develop（

byasoftwarecompanyぅisfHirlywelcomedbystudents,fbritscolorfi1lscreen,pronunciati，

help，varietyofcontents；automaticcheckingsystemetc・Students,responsetovocabul2

studywiththecomputerprogramismorefavorablethanstudywithbooks、Sothiskind

newaudioandvisualpracticeisanattractionandstimulitostudentsfbrvocabularystu〔

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英語を使える学生が育つための教科書一英語リーディングの授業で見られた諸問題点について_９２．２Silentreading＆Oralreading lnconductmgareadingclass，ｓｈｏｕｌｄｗｅｔｅａｃｈａｒｅａｄｉｎｇｃｌａｓｓｂｙａｐｐｌｙｉｎｇ“silent reading,,ｏｒ“oralreading，，？Whichshouldgofirst,andwhatfilnctionscantheybeexpected toserveinimprovingstudents，vocabularyreadingperfbrmance？ Somescholarsprefersilentreading,AsAllingtonemphasized（1984),“Readingis primarilyasilentactivity)themajorityofreadingthatwedowillbedonesilentlybln Westerncultｕｒｅｓｏｒａｌｒｅａｄｉｎｇｗａｓｔｈｅｐｒｉｍａｒｙｐｒacticeuntilthel9thcentury.,，Ｈｕｅｙ

(1908)compiledasummaryoftheearlystudiesonoralversussilentreadinganｄｃａｍｅｏｕｔ

ｓｔｒｏｎｇｌｙｉｎｆａｖｏｒｏｆｓｉｌｅnｔreading・Hesuggestedthatclassroomapproachestoteaching readingshouldemphasizethesilentnatureofthisskillandavoidoveremphasisonoral reading・Inourpresentreadingclasses，weusediffbrentstrategieswhenreadingorally thanwhenreadingsilently8Sincecomprehensionisthegoaｌｏfreading,ourprimaryfbcus intheclassroomshouldbeongettingmeaningfromtheprint・Somakingsilentreadingthe goalintheclassroominsteadofusingoralreadingismoreimportant・ However,oralreadingisanecessaryprocessbefbresilentreading，andisthebest approachfbrteachinｇｔｈｅｂｅｇｉnnerslprefbroralreadingfirst，silentreadingsecond・The

reasonsareasfbllows:１)itprovidespronunciationpracticeForanyEFLlearner,reading

aloudisaprimaryactionbefbrecomprehensionOnlythroughcorrectreadingofthenew wordsandsentencescanonememorizethemwellandspeakthemoutwithconfidence､２） ithelpsEFLlearnerstodophrasereadin9.3)itencouragesreaderstoretellorrecitethe passageinfrontoftheclass・Afterthepracticeoforalreading,thendoingthesilentreading willdefinitelyhelpfUrtherunderstandingofthereadingmaterials・Especially；ｔｏＡｓｉａｎｓtudents,oralreadingofthevocabularyandthenthesentenceisanindispensablestepfbr themtohaveenoughconfidencetospeakouttheiropinionsbefbrepeople・ＴｈｉｓｉｓｔｈｅｇｏａｌｆｂｒＥＦＬｌｅａｒｎｅｒｓｔｏｃommunicateinEnglish ２．３１ntensivereading＆ExtensiveReading Whengivingreadingclass,weusuallyseparateintensive（detailed）readingand extensive(fast)reading・Thefbrmerissimilartothe``bottom-upreading"modeLStudents startwithbasicreadingofletterandsound，thenwords，phrases，sentences，longertext，ｔｈｅｎｔｈｅｗｈｏｌｅｍｅａｎｉｎｇｔｏａｃｈｉｅｖｅｃｏmprehension・Ｆｏｒｔｈｉｓｂｏｔｔｏｍ－ｕｐａｐｐｒｏａｃｈ，ｏｎｅｅｌｅｍｅｎｔｉｓｔｈａｔ“thepedagogyrecommendsagradedreadapproach､A11readingmaterialis

carefUllyreviewedsothatstudentsarenotexposedtovocabularythatistoodifficult…"(Ne､）

Thisintensivereadingisalwaysusedfbrteachingbeginnersorlow-levelclasses・Ｏｎｔｈｅｏｔｈｅｒｈａｎｄ,extensivereadingiscloｓｅｔｏ“top-downreading,”whichbeginswith theideathatcomprehensionresidesinthereader,Thereaderusesbackgroundknowledge， makespredictions,andsearchesthetexttoconfirmorrejectthepredictionsthataremade、 Apassagecanthusbeunderstoodeveｎｉｆａｌｌｏｆｔｈｅｉｎｄｉｖｉｄｕａｌｗｏｒｄｓａｒｅｎoｔｕnderstood VⅥthinthetop-downapproachtoreading,theteachershouldfbcusonmeaning-generating activitiesratherthanonmasteryofwordrecognition・Sothisextensivereadingmodelis typicallymatchedfbrfastreadingtohigh-levelreadingprocess・Ioftenapplythismeaning-basedtechniqueinteachingashortstoryreadingclass・ Ifweintegrateintensivereadingwithanextensivereadingapproach,students，reading

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10 abilitycanbegraduallyimproved・Butatpresent，wearelackingthiskindofcurriculum andtextbookswhichincludebothmaterialsFornon-Englishmajorstudentstolayasolid fbundation，intensivereadingshouldbeconductedasamainapproach，whileextensive readingshouldbeappliedasasub-skillpractice・ Therefbre，ｉｔｉｓｖｅｒｙｉｍｐｏｒｔａｎｔｔｏｍａｋｅｔｈｅｇｒａｄedsetofintensivereadingtextbooks withdetailedbilingualvocabularylist,ｓｏｔｈａｔｓｔｕｄｅｎｔｓｃａｎｌｅａｒｎｉｎａｖｅｒｙｓystematicand explicitwaytoimprovetheirabilitiesofusingEnglish MExploitstudents，backgroundknowledge＆questiｏｎｉｎｇａｂｉｌｉｔｙＥｘｃｅｐｔｔｈｅａｂｏｖｅｒｅａｄｉｎｇｔｅｃｈｎｉｑｕｅｓ，“ａｒｅａｄｅｒ，ｓｂａｃｋｇｒｏｕｎｄｋｎｏｗｌｅｄｇｅｃａｎ

ｉｎｎｕｅｎｃereadingcomprehension.，，(Care11,1983）Backgroundknowledgeincludesallof

theexperiencesthatareaderbriｎｇｓｔｏａｔｅｘｔ：lifbexperiences，educationalexperiences， knowledgeofhowtextscanbeorganizedrhetoricallyぅknowledgeofhowone，sfirstlanguage works,knowledgeofhowthesecondlanguageworks,andculturalbackground Ifstudentｓａｒｅｒｅａｄｉｎｇｏｎａｎｕｎｆａｍｉｌｉａｒｔｏｐｉｃ，ｗｅｍａｙｎｅｅｄｔｏｂｅｇｉｎｔｈｅｒｅａｄｉｎｇｐｒｏｃessbybuildingupbackgroundknowledgeoftheirownlanguage:suchasreadingsome topic-connectedJapanesenewspapers，andarticlesoninternet・Encouragmgstudentsto keeponreadｉｎｇｎｅｗｓｐａｐｅｒａｎｄｗａｔｃｈｉｎｇｎｅｗｓｏｎＴVdailyぅｃａｎｈｅｌｐｔｈｅｍｂｕｉｌｄｓｏｍｅｂａｃｋｇｒｏｕｎｄｋｎｏｗｌｅｄｇｅｓｏａｓｔｏｃｏｍｐｒｅｈｅｎｄｗｅｌｌｔheunfamiliarreadingmaterials・My ownexperienceofconductingreadingclassbybeginningwithlOminutes1intｅｒｎｅｔＥｎｇｌｉｓｈｈｅａｄｌｉｎｅｒｅａｄｍｇｔｅｌｌｓｇｒｅａｔｅｆｆｅｃｔｏｆｂａｃｋｇｒｏｕｎｄknowledge・Furthermore，ｒｅａｄing comprehensioncanbesignificaｎｔｌｙｅｎｈａｎｃｅｄｉｆｂａｃｋｇｒｏｕｎｄｋｎｏｗｌｅdgeisactivatedby settinggoals,askingquestions,makingpredictions,teachingtextstructure,ａｎｄｓｏｏｎ・Ｂｕｔｓｏｍｅｔｉｍｅｓｗｅｃａｎ，trejectthattheroleofbackgroundknowledgeisthenegative influencｅｉｔｍａｙｈａｖｅ,becauseincorrectbackgroundknowledgecanhindercomprehension・Ｓｏｗｅｍａｙｈａｖｅｔｏｃｏｒｒｅｃｔｔｈｅｂａｃｋｇｒｏundknowledgethroughapredictingactivitybefbre readingcomprehensｉｏｎｃａｎｂｅachieved Besides,fbrhighlevelreading,Ｑ"Ｍｏ"ｊ"ｇ/ｈｅα"rho7,developedbyBeck,McKenown,is alsoanexcellenttechniquefbrengagingstudentsinmeaningfUlinteractionswiththetext・ Theapproachrequiresthattheteachermodelthereadingbehaviorofaskingquestions inordertomakesensｅｏｆｗｈａｔｉｓｂｅｉｎｇｒｅａｄ・Studentslearntoengagewithmeaningand developideasratherthanretrieveinfbrmationfromthetext・Thisparticulartechniqueis thekindofactivitythatteachersofreadingshouldengagetheclassin,ratherthanasking studentstoreadapassageandthentestingreadingcomprehensionofthemateriaLUseof thisapproachengagestheteacherandstudentsinqueriesaboutthetextasthematerial isbeingread・Examplesofqueriesinclude“Ｗｈａｔｉｓｔｈｅａｕｔｈｏｒｔｒｙｉｎｇｔｏｔｅｌｌｕｓ？Whatis author'sintentionalmessage？Ｄoestheauthorexplainthisclearly？Ｄｏｙｏｕａｇｒｅｅｗｉｔｈｈｉｍ?,,ａｎｄsofbrthSothisquestioningabilityrequireshighlevelofvocabularyぅａｎｄａｔｔｈｅｓａｍｅｔｉｍｅｅｎｈａｎｃｅｓstudents，activereadingpower・ Withtheaboveanalysisoffburreadingstrategies，wecanfindthatvocabularypower isabasicabilityassociatedwithreading，ｕｓｉｎｇdifferentkindsofreadingtechｎｉｑｕｅｓｔｏｍｅｍｏｒｉｚｅａｎｄｕｓｅｗｏｒｄｓ，ｐｈｒａｓｅｓａｎｄｅｘｐｒｅｓｓｉｏｎｓ，ａｎｄｅｘｐｌｏｒｉｎｇｔｈｅｂａｃｋｇｒｏｕｎｄｋｎｏｗｌedgeandquestioningabilityareallhelpfUlreadingstrategiesofwhiｃｈｗｅｈａｖｅｔｏｍａｋｅｆＵｌｌｕｓｅ・Ｂｕｔwithoutagoal-bound-curriculum，gradedtextbooksandmeasurement

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英語を使える学生が育つための教科書一英語リーディングの授業で見られた諸問題点について－１１ fbreachyear，sEnglishstudy；ｉｔｉｓｖｅｒｙｄｉｆＹｉｃｕｌｔｔｏｒｅａｃｈａｎｅｄｕｃationalgoaLTheMinistry ofEducationshouldsetclearguidelinesfbrCollegeEnglishEducationinJapan,oratleast eachuniversityshouldhaveitsownprincipleregardingthelevelgoalsfbrstudents，ｓｏｔｈａｔｔｈｅｔｅｘｔｂｏｏｋｓｃａｎｂｅｗｅlldesignedwiththisguidelineandprinciple,andtheteaching resultwillbefarbetterthanthatatpresent．

3.Discussions＆Suggestions

３．１IsitpossiblefDralltheuniversitiestofbllowtheguidelinesetbyTheMinistryofEducationin JapanfOrcollegeEngUshteaching？ＩｎＪａｐａｎ，ｔｈｅｒｅａｒｅｍｏｒｅｔｈａｎｌＯＯｎａｔｉｏｎａｌ＆publicuniversities，ａｎｄmorethan 300privateuniversities・AllthestudentsarelearningEnglishfromjuniorhighschoCl，ｂｕｔｔｈｅｉｒｌｅｖｅｌｓａｒｅｆｒｏｍｂｏｔｔｏｍｔｏｔｏｐＨｏｗｉｔｉｓｐｏｓｓｉｂｌｅｔｏｍａｋｅｓｏｍｅｕｎｉfiedcollege Englishtextbooksfbrsomanyuniversities？Itisreallyaverydifficulttask,maybealmost impossible，andmanyteacherswilldefinitelybｅａｇａｉｎｓｔｉｔ・Ｂｕｔｗｈｅｎｗｅｃｏｍｅｔｏｔｈｉｎｋａｂｏｕｔｔｈｅｒｅaｌｉｔｙｏｆｔｈｅｐｒｅｓｅｎｔｓｔｕdents，Ｅｎｇｌｉｓｈａｃｈｉｅｖｅｍｅｎｔｗｈｅｎｔｈｅｙｇｅｔｏutinto society；whenwegetunfavorablefeedbackfromcompaniesororganizations，whentheir levelsarecomparedwithotherAsiancountries，ｗｅｃａｎ，thelpconsideringapractical nationalCETplanfbrdifferentuniversitiestofbllow,sothatstudentsEnglishlevelcanbe greatlyimproveｄｔｏｃｏｍｐｅｔｅｗｉｔｈｔｈｏｓｅｏｆｏｔｈｅｒｃｏｕｎtries,ａｓｗｅｌｌａｓｔｏｍｅｅｔｔｈｅｎｅｅｄｓｏｆａｇｌｏｂａlizingeconomyandinternationalsociety8 IftheMinistryofEducationcouldworkoutanoutlinefbrCEmwithacertaingoal， justliketheoutlinefbrtheuniversityentranceexamination,ｔhendiffbrentuniversities alsocouldmaketheirindividualcurriculainaccordancewiththesituationoftheirown students；ＩｔｉｓｃｅｒｔａｉｎｔｈａｔｇｒｅａｔｃｈａｎｇｅｓａｎｄaccomplishmentscouldthentakeplａｃｅｉｎＣＥＴｉｎＪａｐａｎ． 3.2WhoisresponsiblefUrmakingunifiedEnglishcoursebooksandgoal-boundtests？ Asisdiscussedabove，thisisalsoaradicalproblemtotalkabout・Ｉｆｉｔｃｏｍｅｓｔｏｔｈｅｓｔａｇｅｔｈａｔｔｈｅｓｅｋｉndsoftextbooksandgoal-boundtestsaregoingtobeputintopractice，

ｔｈｅｎｉｔｍａｙｇｏｆｉｒｓｔｔｏｔｈｅＭＯＥａｎｄｔｈｅｎＪＡＣＥＴ(JapanAssociationofCollegeEnglish

Tbaching).TakingthereferenceofthemethodemployedbyChina;ｗｅｃａｎｓｅｅｔｈａｔａｌｌｔｈｅｎａｔｉｏｎａｌｍｅｍｂｅｒｓｆｂｒｔｈｅｃｏｍｍｉｔｔｅｅａｒｅｃｈｏｓｅｎｂｙｔｈｅＭＯＥｆｒｏｍｄｉｆｆｅｒｅｎｔｌｅｖｅｌｓａｎｄｄｉｓtrictsofuniversities，andareallprofessionalexpertsandprestigiousscholars nationwide・JapanshouldhaveitsownspecificCollegeEnglishcoursebooksdesignedfbr differentlevelsofuniversitiesandstudentstouse・Ａｆｔｅｒｔｈｅｆｉｒｓｔｓｔｅｐｉｓｓｅｔｕｐ,suchasthe CETguideline,ｔｈｅｎａｔｉｏｎａｌｃｏｍｍｉｔｔｅｅｏｆｔｈｅＣＥｍｔｈesecondstepthatshouldbetaken intoaccountisthatseveralsetsofcoursebooksbeproducedbyprofbssorsandpublishers・ Ofcourse,ｉｔｔａｋｅｓｓｏｍｅｙｅａｒｓａｎｄａｇｒｅａｔｅｎｄｅａvortofinish；ｅｖｅｎifsamplecoursebooks arecreated,ｔｈｅｙｓｔｉｌｌｎｅｅｄｔｏｂｅｔｒｉｅｄａｔｓｏｍｅｕｎiversitiestogetfbedbacktoseeiftheyare practicalandacceptablebybothteachersandstudents、 Coursebooksareprepackaged，publishedbooksusedbystudentsandteachersasthe

primarybasisfbralanguagecourse(Graves,2000).Ｓｍcecoursebooksarenotwrittenfbra

ｮpecificgroupofpeople,ｂｕｔｍｅａｎｔｔｏｂｅｕｓｅｄｂｙｄｉｆｆｂｒｅｎｔｏｒｓuccessivegroupsoflearners，

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1２

theyshouldbemadefbrageneralizedtargetgroup，andmustbeadaptedtoourparticular

groupoflearners--Japanesecollegestudentsatdifferentlevels・Ｓｏｉｔｉｓａｎｕｒｇｅｎｔｔａｓｋｔｏ

ｍａｋｅｓｕｃｈａｓetofbilingualCollegeEnglishTbxtbooksfbrJapanesestudents． 4.Conclusion “Practicemakesperfbct,，ａｎｄ“Wherethereisawill，ｔｈｅｒｅｉｓａｗａｙ”ａｒｅｔｈｅｔｗｏｍｏｓｔｉｍｐｏｒｔａｎｔｐｒｏｖｅｒｂｓａｍｏｎｇｍａｎｙ,ａｎｄｉｎｄｉｓｐｅｎｓａｂｌｅｍｏｔｔｏｓｆｏｒａｎｙｆｂreignlanguage learners、Inanylanguagelearning,ｔｈｅｒｅｉｓｎｏｓｈｏｒｔｃｕｔｏｒｍａｇｉｃａｌｔｒｉｃk;practicingagain andagainistheonlｙｗａｙｂＴｏｓｕｍｕｐ，ｔｈｉｓｐａｐｅｒｅｍｐｈａｓｉｚｅｓｔｈｅｉｍｐｏｒｔａｎceofappropriategradedEnglish textbooks，bycomparingChineseCollegeEnglishTbxtbookswiththoseusedinJapanese institutions，andsuggestsmakingsomesetsofJapaneseCollegeEnglishCoursebooksin series；ａｌｓｏｉｔｅｍｐｌｏｙｓｔｈｅｔｈｅｏｒｙｏｆ“practicalEnglishlanguageteaching，，fbrtheanalysis ofreadingstrategieswithvocabularytraining;lastlyitraisessomequestionsthatlanguage teachersarealwaysconcernedabout，aswellasproposedpersonalsuggestionstosolve theseEnglishlearniｎｇｐｒｏｂｌｅｍｓｌｎｏｒｄｅｒｔｏｉｍｐｒｏｖｅStudents，abilityoｆｕｓｉｎｇＥｎｇｌｉｓｈａｎｄｔｏｅｎａｂｌｅｔｈｅｍｔｏbecome asproficientaspossible,vocabularytrainingisjustoneofmanyotherstrategiesfbrEFL learners、Ｂｕｔｉｔｉｓａｃｒｉｔｉｃａｌｐｒｏｂｌｅｍａｍｏｎｇｍａnystudentswithpoorvocabularyskills inclassroomperfbrmancefbrcommunication，readingandpresentationlfthenational guidelinesandawell-desigｎｅｄｃｕｒｒｉｃｕｌｕｍｃｏｕｌｄｂｅｄｅｃｉｄｅｄ，andappropriategraded textbooksandcertaincriteriafbrEnglishachievement，suchasgradedtests,couldalsobe putintopractice,CollegeEnglishEducationinJapanmightseeamarvelouschangewhich couldenableJapanesestudentstoperfbrmquitewellattheinternationalcompetition． References：１）Allington,Ｒ､Ｌ1984.OralReadinglnPLDPearson(ed),HandbookofReadingResearch､NewYork： Longｍａｎ、２）Beck,ＬＬ,Ｍ・ＧＭｃＫｅｏｗｎ、1997.QuestioningtheAuthor:Anapproachfbrenhancingstudent engagementwithtext・Newark,ＤＥ:InternationalReadingAssociatioｎ．３）Carell,PL1983BackgroundKnowledgeinSecondLanguageCom-prehensionLanguageLearning ＆Communication,２:25-34. 4）Graves,Ｋ､2000.Advantagesofsilentreadingversusoralreadin９．５）ＨｅｕｙＥＢ､1908ThePsychologyandPedagogyofReading・NewYbrk,NYiMacmillan．６）Kazahaya,H2003VOcabularyBuildingxRapidReading「上級900語十推測法｣Ｚ会出版７）Mizulnoto,A2008ExploringtheDrivingForcesBehindTOEICScores:FocusingonVOcabulary Learning,Strategies,Motivation,ａｎｄＳｔｕｄｙＴｉｍｅＪＡＣＥＴＪｏｕｒｎａｌ４６,ｐｐｌ７~3２８）Ｎｅi1,Ａ2003.PracticalEnglishLanguageTeachin9.Reading,ｐｐ６７~8６９）Nation,1.SPL2001LearningVbcabularyinAnotherLanguage・Cambridge:CambridgeUniversity Press lO）Nation,I・SPL1990・TeachingandLearningVbcabularyRowley〉ＭＡ:NewburyHouse、１１）Okamoto,Ｍ,（2007)LexicalAttritioninJapaneseUniversityStudents:ACaseStudyJACET Journal44,ｐｐ７１～8４１２）Ｔaura,Ｈ、（2008).AComparativeStudyonUniversityEnglishEducationinJapanandChina・ＪＡＣＥＴＪｏｕｒｎａｌ４７,ｐｐ９５～110