Improving Reading C o u r s e s t a Japanese U
n i v e r s i t i e s
: from "Y akudoku" o t
"Reading " e s i g e a t r t S and
"
E x t e n s i v
e Reading"
H 本の大学における英文読解授業
ー「訳読」中心から「読解ストラテジー」と「多読」重視ヘ一
Yuka Homan
要旨
日本の英語教育の中で「訳読」を英語の授業に導入してきた歴史は長い．文 法中心の授業を見直すきっかけとなった 0 8 9 1 年代の画期的なコミュニカティブ アプローチが英語教育界を席巻して約3 0 年を経てもなお，英文を読んで翻訳す るこの読解指導は未だに根強く残っている．現在主流の英文読解のインテラク ティプアプローチでは，語彙・文法中心のポトムアップ方式の読解法と，学習 者の認知力を活用するトップダウン方式の学習の双方をバランスよく取り込む．
本稿は，今グローパルに求められている英語読解力を踏まえ，大学 , 1 2 年生 のリーディングの授業を「訳読」重視から「読解ストラテジー」の習得と「多 読」による自律学習へ導く授業の提案を試みる．さらには，言語的・教育的・
心理的・認知的観点から，その有効性について論じる．
Key Words
top-down e d e s s o c p r r e a d i n g r e a d i n g s e i g t e a r t s v e s i e n t e x d i n g r e a i
n t e r a c t i v
e approach
9
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立正大学経済学季報第0 6
巻2
号Introduction
Assuming Second Language n i o s i t u i c q A (SLA) , e s v i t e c p s r e p - c e f f e t
i v
e and t n e i c i f f e a g e l a n g u g i n n r a e l l l i w be r d e z i l a e n g a l o w i t h an o - i t p mal a t i o n c o m b i n f o t u p n i g n d i a r e ( and ) g n i n e t s i l and p u t o u t g k i n s p e a ( and . ) g n i i t r w However, n i an E h n g l i s s a a f n e i g o r language (EFL) e
n v i r o n m e n t
, students'exposure o t e t h t e g r a t language s i e d t i i m l t o u
・s i d
e e h t , m o o r s s l a c o s t a h t g a d i n r e n o i t u c r t s n i y s l a p a s t n a c i f i n g i e l o r i
n an E s h g l i n program. To compensate r o f k a c l f o t p u n i from k - e a s p i
n
g and , g n i n e t s i l improving reading s l l i k s p s e l h n t s s t u d e o t s c c e s a more e l b a r i s e d t u p n i f o s h l i n g E . e g u a g a n l e t p i e s D s t i , e c n a c i f i n g i s - d a e r i
n
g n i o t c u r t s n i does n o t seem o t be emphasized s a much s a t i d o u l s h be i n . n p a a J As a m r a t t e f o , t c a f among e h t r u o f s l l k i s o - c r m i such s a l
i s t e n i n g
, , n g i a k p e s , g n d i a e r and g i n i t w r f o language , g n i n r a e l n g e a d i r t
e n d
s o t be y t l n t e i s s o n n c i taught and i e d a p p l by various teaching approaches n i e h t , o o m s s r c l a depending on t e h teachers'own - o s o l i h p p
h i e
s and . s e l y t s n I , r a l u c i t r a p h e t infamous Yakudoku o r grammar- t
r a n s l a t i o
n method t h a t has been y l a l n o t i i d r a t employed n i h e t - n a l guage r o o m c l a s s where t s e n u d s t l y o n t e a l s n r a t a r l u c t i r a p l i s h E n g p a s
。s a g e
s o t n i , e e s n p a a J l l i t s s n o i t n c u f a s a major d i n g r e a a c h . a p p r o Even though n g i e o r f u a g e l a n g g n i n r a l e and g i n h a c e t h a s d e t f i h s o t a commu- n
i c a t i v
e approach e c n i s e h t , s ' 0 8 9 1 s i h t d l o - f e d o n i s h a g i n a d r e approach i
s l l i t s c u o u s c o n s p i n i i s h n g l E s e s s l a c t a Japanese . s e i t i s r e v i n u n I e h t midst f o a r n t e c e e v t i a c movement which attempts o t incorporate
p r a c t i c a
l s h g l i E n u s e and usage o t n i h e t h i s n g l E u l u m c u r r i c n i r h e i g h e
d u c a t i o n
, g i n e a d r s e r s o u c d u l s h o be more y l e s o l c examined and - l e v e d oped n i a c i n a t e r u l u m c u r r i c framework. To t s i h , d n e s i h t paper l l i w a
t t e m p
t o t show how a r n g d i e a s e u r c o can be e y l e v i t c e f f and - t n e i c i f f e
l
y , t h g u a t n e d p i n d e r u n by l a g e a n g u g n i n r a e l s e i r o e h t and . s e c i t c a r p
I
. Potential Problems of Reading Courses
I
t s i t r u e a t t h n i the past few years a growing number of J
a p a n e s
e s e i t i s r e v i n u have begun o t e t a k on " e h t common s h l i n g E - r u c r
i c u l u
m s o s c r a e h t Departments" where l l a e t h s n t d e u s t t a k e i s h E n g l c
o u r s e
s n i e h t t s r i f and second y e a r with a more uniform m . l u u i c r r u c There s i no d o u b t t i would e r u i q e r l e a b e r i d s o n c , e m i t t r o f f e and - p u s p
o r
t from e h t e r i t n e y i t s r v e i n u o t r e t l a an e d h e i s b l t a s . y s t e m s How- e
v e r
, o r e b e f t a k i n g such a d c t i s a r , n o i t c a s h E n g l i s o r t u c r s t n i c o u l d make s g n i t h t n e r e f f i d by a n g s i r e s d d e t h a l i t e n t o p problems found n i t
y p i c a
l s h g l i E n i n g r e a d . e s s r u o c T h u s , a r g i n e a d c o u r s e u s a b l l s y and t
e a c h i n
g a p p r o a c h l l i w be p o s e d r o p n i s i h t . r e p a p F
i r s t
, n i , l a r e n e g g i n s t x i e r e a d i n g programs t a Japanese - r e v i n u s
i t i e
s d t e n o t have an i t n e t s i s n o c n s a b u l l s y among r e a d i n g , r s e c h a e t and evade c i f i c e p s g o a l s and . s e v i t c j e b o Thus, what s i e d l e a r n and t
a u g h
t n i s s a l c s i l l a t a t h e ' s h e r a c t e , o n i t r e c s d i and each course becomes a " a r y " s a n c t u which becomes t l u c i f f i d o t be c d t e v a i l t u by anyone . e s l e l y , n s e q u e n t C o without any common l s g o a agreed upon among n g a d i r e , s r e h c a e t no o , e n n g i d l u c n i , s t n e d u t s s i l e a b o t - g c o e r n
i z
e o t what t n t e x e e t h s n t e d u t s v e i e h a c e h t s a l g o and s e v i t c e j o b f o a p
a r t i c u l a
r n g d i e a r , s s a l c and would n o t be a e l b o t n i t a r c e s a f i e h t - u t s d
e n t
s e a c h r e t h s a l g o t e s t o u by t e h . l o o h c s The c y e n i s t n s c o i n u l d c o a
l s
o e a u s c m s p r o b l e n i which e v e n h e t same y n c e c i i f r o p l e v e l s n t e u d t s a
r
e t g h a u t n i y e l l e t m p c o t n e r e f f i d ways and o t n y l r i a f . d e t u a l a v e n I an attempt o t e i z a r d n d t a s e h t students'achievement n i e h t e , s u r o c how- e
v e r
, some s l o o h c s have d e l i p p a a common t s e t n g i d l u c n i an i - house n t
e s t
, TOEIC, TOEIC d g e , B r i and s o , n o a s an o e t i v j e c b t o r c a n d i i
9
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立 正 大 学 経 済 学 季 報 第0 6
巻2
号a c r o s
s r l a u c i r t a p l i s h E n g , e s r s u c o r o f h e t purpose f o e t h placement t
e s t s
, , o n i s e s r g r o p s ' t n d e u t s and s ' r e h c a e t . n o i t a u l a v e I
t s i e d v i e l b e t a t h a t a c h i n g e approach r o method supported by s
e c o n
d g e n g u a l a n o i t i s i u q c a (SLA) d u l o s h be c d r e i d e o n s a c o r e f o - n a l guage . g n i n r a e l c e n S i e h t t r e m o s f o p o s e p u r f o e h t e r s o u c s i o t improve students'competence f o a t e t a r g l a n g u a g e , a s d i l o and n t i s t e o n s c t
e a c h i n
g approach s i l a i c u r c from e h t s v e c t i p e e r s p f o a p l n a i o s s o f e r p
h i l o s o p h y
. l y l a i c e p s E d r e i u q r e r o f h i s l n g E s s e r u c o t a h t l l a e h t s t e n d t u s t
a k e
, a u d e i f i n g i n h a c e t approach among h i s g l E n r s h e a c t e s i . e l b a r i s e d Under a common g i n c h e a / t n g n i a r l e framework, s h E n g l i s a c h e r t e e a r e
x p e c t e
d o t match e t h s a l g o and s e v i t c j e b o w i t h an o n i z e d r g a s e o u r c d
e s i g n
, and l l a f o them n i charge f o g r e a d i n e s s a s l c should s e u e t h same s p e t y f o s e i g e t a r t s o t l p h e h e t t s e n t u d s a c h i e v e r i e h t common g
o a l s .
However, n i n g e i r o f l a n g u a g e e s u r s c o where a r t p - time s c h e r t e a u
s u a l l
y c o v e r most f o e h t , s e s s a l c n t t a p o r i m s i a c r a e l roadmap o t e h t c
o u r s
e g o a l s c e d o r i n f r e by a c n a i r t e p p r o a c h . a Under a c s t e n t o n s i t
e a c h i n
g and n g i r n a e l , e m y s t s s a c h e r t e with i o u s v a r academic b a c k - g
r o u n d s
, whether s c i t s i u g n i l o r e r u t a r e t i l r o s h l i n g E n , o i a t c d u e l l i w be a
b l
e o t r e s h a e h t same g i n h a c e t a p p r o a c h even though y t h e u s e r e f f i d
・e n
t g n h i c e a t s e l y t s r r o g i n a d e . s l a i r e t a m
Through my l n g o e n c i e e r x p e a s a p t r a - t m e i , r e h c a e t some s l o o h s c r
e g u l a r l
y used o t l d h o l l a t e a c h e r s ' m e e t i n g s t a e t h n g i n n i b e g and/ o r t
h
e end f o e t h s e o u r c o t s s u c s d i a v t y e r i a f o t s n i o p about s s a l c man- agement such s a , k s o o t b t e x s s a l c s e i t i v i t c a and a n c e . a t t e n d d e n t s ' s t u
The m e e t i n g s l y l a s u u t e n d o t e o v i d p r good s i e t n i u t o r p o p o t exchange i
d e a
s and t s g h o u t h among l l a s h i g l n E , s r e h c a e t and t l u s e r n i a f l u f t i u r outcome r o f e h t s h l i n g E program. With a l c k a f o communication, l l a t
h
e d e t a e l r r s h e c e a t e a r y l e k i l o t a r d r e g d i s how e t h reading course
f u n c t i o n
s n i e h t e r i t n e h s l i g n E r o g r a m . p n I , n o i t i d d a Brown ) 5 9 9 1 ( - g u s g
e s t e
d an " " n i o t a t e n i r o which s i e d r f e f o r o f new r s h e a c e t n i r d e o r o t be f e d z r i a i i l m a w i t h a l a n g u a g e program. e n c S i e t h t s r i f y e a r s i - u s u a
l l
y g n g i n a l l e c h r o f , r s e h a c e t n i o a t t e n r i o about e t h reading course would d e v i r o p newcomers a f h s e r and t n e i c i f f e t r a t s from e h t t s r i f day o
f e h t . s s a l c
I I
. Reading Approaches
S i n c
e n g a d i r e s i a complex , s s e o c r p t i s i e t i u q e n a b l a s o r e o t - n o c s
o l i d a t
e y c c a i f f e f o a p s s c e r o approach o t d i n g r e a improvement; - t o b tom - up p e d s s c e r o g n i n r a e l and o p t - down e d s s c e r o p . g n i n r a e l Bottom - up p e d s s c e r o g n n i r e a l s i l y l a s u u r e d c q u i a by i y l e v i s n e t n n g a d i r e t r h o s t
e x t
s n i l i a t e d o t u s c f o on u n g d i a n s t e r n d n t a x s y and , r y l a b u o c a v e h i l w t
o
p - down processed g i n r n e a l by e i v e t e n s x a d i n g r e by u g s i n e r l o n g t
e x t
s r o f t h e purpose f o a l g e n e r u n d e r s t a n d i n g . Day and Bamford (
1 9 9 8
) o t e q u from a l m e r ' s P ) 4 6 9 1 ( n o i t i n i f e d f o e v s i n t e n i r e a d i n g a s
"
t
o t a k e a t , t x e s t u d y t i e n i l by l , e n i n g r i r f e r e t a every moment o t o
u
r y r n a o i t c i d and our grammar, n g , a r i o m p c , g n i z y l a n a , g n i t a l s n a r t and r
e t a i n i n
g e v e r y s i o n r e s e x p t a h t t i " n s a i n t o c . ) 5 . p ( n I , t s a r t n o c ex t - n e s
i v
e , g n i d a e r which m e a n s , n g i a d e " r n i y t t i n a u q and n i r r d e o o t i n g a a general understanding f o what s i read" (Longman Dictionary f o A
p p l i e
d , s c i t s i u g n i L , ) 5 8 9 1 s i g i n a d r e r o f . u r e a s l e ' p e r s a d r e Both - n e t n i s
i v
e and e i v s e n t x e i n g r e a d r e a d e i f i t n e d i s a t n r e e n h i n i n g a d i r e - l e v e d opment whether t i be a f n i g r e o language o r mother . u e o n g t l l t t a N u
( 1 9 9 6
) c o n c l u d e s a t t h e e r t h " a r e n o t t s u j two t i n g n t r a s c o ways f o r
e a d i n
g b u t an i e t i n i f n y e t i r v a f o d e t a e l r r e t i n and o v e r l a p p i n g - t a r t s e
g i e s
. e v i s n e t n I and e v i n s e x t e g i n a d r e e r a complementary and b o t h r e a n
e c e s s a r y
" . p ( . ) 8 3 Such an " v e t i c r a e n t i approach" f o e v i n s e n t i and
9
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立正大学経済学季報第0 6
巻2
号e x t e n s i v
e i n g r e a d has been a main g d i n e a r approach n i e h t SLA . a n e r a Eskey and Grabe ) 8 8 9 1 ( c l a i m t h a t "Some time must be devoted n i r
e a d i n
g s e s s a l c o t s u c h y l e v i t a l e r bottom - up c n s n c e r o s a e h t d p i a r and a
c c u r a t
e n o i t a c i f i t n e d i f o l a c i x e l and grammatical forms" and "On e h t o
t h e
r n d , h a some time must o s l a be devoted o t such top - down - n o c c
e r n
s s r a d i n g e a r o f l a o b l g meaning" . p ( . ) 7 2 2 , o r e r e f T h e e t h g e a d i n r c
o u r s
e p r o p o s e d r e h e l l i w y p p l a e t h e v i t c a r e t n i n g d i e a r approach based on a c o m b i n a t i o n f o e v i s n e t n i n g d i e a r and e i v n s e x t e g d i n r e a e d r c o n f e i r by bottom-up and top-down e d s s c e p r o . g n i n r a e l
T r a d i t i o n a l l y
, h s l i n g E o n a t i u c e d n i Japan h a s n g l o emphasized - t o b tom - up l . g n i n r a e Under e s e h t , s c e n t a s u m r c i c s t n e d t u s have been - s u c c a tomed o t e v i s n e t n i n g d i e a r where e y t h a r e a l l o w e d o t spend t n e i c i f f u s time o t d n d e r s t a n u a t x t e c o m p l e t e l y with a d r y a o n i c t i t a a n d . h This c
o v e
r - t - c o o v e r g i n a d r e s i t o n regarded a s l i v e r o f EFL s e r n r e a l t b u t
h
e problem s e i l n i a b c e a n a l between e v i s n e t n i and e s i v t e n e x . g n d i a e r I
n , l a r e n e g t o p - down e d c e s s p r o n g n i r e a l has been almost c o m p l e t e l y n
e g l e c t e
d n i e h t classroom n i r i e h t r i o n u j h i g h and h i g h . s l o o h c s The extreme weight on bottom - up r i n g a d e y l b i s s p o hamper i c k n t s ' q u s t u d e
comprehension by n t o g i n s u r i e h t e v i t i n o g c y i t a c a p c h s u c a s , g n i t c i d e r p i
n f e r r i n
g , d a n . g n i z y l a n a H
a f i
z and Tudor ) 9 8 9 1 ( i n t p o o u t , t a h t "The pedagogical v a l u e a
t t r i b u t e
d o t e i v s e n t e x g i n d e a r s i based on t h e assumption t h a t s - p o e x i
n
g s r n e r a e l o t e g r a l s e i t i t n a u q f o l n i n g f u m e a and g n t i s e r e t n i L2 m a t e - r
i a
l , l l i w n i h e t g l o n , n u r produce a b l a i c i f e n e t c e f f e on t e h ' s r e n r a e l command f o e t h L2" . P ( . ) 5 t I seems t a t h h e t l a i i c f e e n b " " c t e f e f f o t
o
p - down g a d i n r e s l l i k s e r a y l l a t u c a n i demand more, compared with more than a decade o . g a n I , t c a f e e s t h s , y a d o p l e p e have i n g e a s i n c r o
p p o r t u n i t i e
s o t skim through a massive amount f o t e x t on t e h - r e t n I n
e
t n i t h i w a l e d i t i m d p e r i o f o , m e i t s o t h a t e t h t o p - down reading
s k i l l
s e r a becoming even more l a i t n e s s e n t h a . r e v e n I e h t y b e r c age n i which we a r e , g n i v i l a huge amount f o o n t i m a o r n f i s l i a v e r p around , s u and we a r e e d r i u e q r o t h s i u g n i t s i d what we need from what we d . t ' n o The d p e e s - o d e t n e i r medium f o communication s t c e f f a g e l a n g u a - n r a e l i
n
g s a . l l e w TOEIC, one f o e h t major s t s e t o t s s e s a s s h E n g l i compe
・t e n c
e mainly used n i h e t workplace, was revised n i 2006 t o be d
e s i g n e
d r o f g n i t s e t more top-down s l l i k s and s s e l bottom-up . s l l i k s n I t
h
e t n e r u r c n o i r s e v f o e h t TOEIC Reading , n o i t c e S g i n d e a r competence i
s more y l e s i c e r p d e a t l u v a e by how much t s e t - t r s k e a can t e g e t h t s i g o
f a l n g o t x e t n i t h w i a c e l p o u f o . e s u t i n m Under s e e h t e s , n c t a m s c u i r c i
t s i v i o u s o b a t h t t o p - down g i n s s o c e p r s l l i k s r o f g i n e a d r need o t be s
t r e n g t h e n e
d among e a n e s J a p y t i s r e v i n u . s t n e d u t s
Top - down s e d o c e s p r g i n n r a l e and n g h i e a c t can be conducted n i two ways: g i n t u c t r s i n t o p - down reading s e i e g t a t r s and promoting
e x t e n s i v
e . g n i d a e r Reading s e i g e t a r t s e a r l a i t n e s s e when d i n g r e a s t x t e e
f f i c i e n t l y
, which e d u l c n i , g n i n n a c s s k i m m i n g , g i n d n i f a main , a e d i and g
u e s s i n
g from . t x e t n o c t s n d e t u S e a r e x p e c t e d o t be t e d n a i r o t r e u i c q a t
h
e v e i t n i g o c s l l i k s t a h t e a r d e z i l i t u o t overcome s e i t l u c i f f i d compre- hending t h e t s e x t n g d i l u n c i unknown words o r complicated . t a x s y n Another a d i n g r e approach s i v e s i t e n e x g d i n r e a which s i done - n l u o " v t
a r i l y
" by s s t n e u d t m a i n l y e d i s t o u e t h . o o m s r l a s c e n t s S t u d e a r - u r o n c e aged o t a d r e what h e y t want o t read l y e i v n s e x t e t s u j r o f . n u f S i n c e t
h i
s s i autonomous n g a r n i l e stimulated by students'motivation, t
e a c h e r s ' i n t e r v e n t i o
n l d u h o s e b , d e n e s s e l u t b w l o o l f - up o r m o n i t o r i n g a
c t i v i t i e
s e a r , e l b a s n e s p i d n i s u c h s comprehension a , s e s i c r e x e v o c a b u - l
a r
y , s e z z i u q and l a r o . s t r o p e r T h i s way, , s r e h c a e t , s a s r o t a t i l i c a f l d c o u
promote r i e h t n t i o v a o t i ' m n t s d e s t u o t d r e a more r o f 1 . e r u s a e l p
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. Course Background
This n g a d i r e s e o u r c s i d n e i g e s d r o f t s r i f - y e a r r o s e c o n d - y r e a u t s
・d e n t
s s e g a ( f o ) 1 - 2 1 9 f o a u . y t i s r e v i n The g d i n e a s ' r n t u d e s t y c n e c i i f r o p l
e v e
l s i l o w e r - i e , t a i d e m e r t n whose TOEIC e c o r s s i 0 0 . 0 - 4 3 5 The s s a l c s
i z
e s i . 5 2 - 2 0 The g n i o w l l f o s i e d p l i f i e x e m r o f s o a l g and e s v i c t e j b o f o a r g d i n e a . e r s u o c t i v e s p e c R e s o n i s e s s f o Learning Reading e s g i t e r a S t
and e n s i v x t e e n g r e a d i l l i w be i . d e t a c i d n 9 0 minutes r p e s s a l c l l i w be a
l l o c a t e
d o t n i ) 1 ( i n g r e a d s e i g e t r a t s 0 6 ( ; e s ) u t m i n and ) 2 ( i v e e x t e n s r
e a d i n
g 0 3 ( . s ) e u t n m i
3
. l Learning Reading e s g i t e a t r S
Goals and e s v i c t e j o b o u l d s h be a d e a t l u i c t r n i h e t reading course s
y l l a b u s
, and should be i n t r o d u c e d y a r l c l e on t h e t s r i f day f o t h e c
o u r s
e o t e t h . s t n e d u t s
G o a l
s : By t e h end f o e h t , e s r u o c e h t t s n e d t u s l l i w be a e l b o t 1
. u s e a v t y i e a r f o r e a d i n g s l l i k s and , s e i g e t a r t s depending on t h e t
y p
e f o t e x t and r i e h t g i n a d r e s e p u r p o 2
. modify r i e h t n g a d i r e i t b a h f o word - t - word o n o i t a l s n a r t o t t a h t f o r
e a d i n
g r o f l a o b l g n g n d i t a r s n d e u f o t x e t
1
n I h s i l g n E I I I e T h ( TOEIC e g a r e v a s i d n u o a r ) . 0 5 3 n i e h t s i c o m o n c E - t r a p e D m
e n
t f o o h s s i R , y t i s r e v i n U e v i s n e t x e g n i d a e r s i d e t a r o p r o c n i n i e h t . s u b a l l y s T
h
e s t n e d u t s e r a d e t c e p x e o t d a e r e n o n i u g n e P d e d r a G s ' r e d a e R o o k b l e v e l ( - 4 6
) n i h t i w w o t s e e k w d n a t n e s e r p r i e h t l a r o k b o o t r o p e r n i . s s a l c e t i p s e D e h t s
t a t i s t i c a
l a t a d o t c e b d e t c u d n o r o f e h t e r u t u f , h c r a e s e r my i e v i t i u t n n o i t c a e r o t e
x t e n s i v
e g n i d a e r n o i s s e s s m e e s e v i t i s o p o s . r a f o u t A b 80% f o e h t s t n e d u t s - n i f i
s h e
d g n i d a e r a b o k o n i h t i w t w o . s k e e w t h o u W i t s ' r e h c a e t e r u s s e r p o t d a e r m
o r e
, m e s o d e t r a t s o t d a e r a s d n o c e k o o b . y l i r a t n u l o v
O b j e c t i v e s
: o n I r e r d a o t e v i e h c e h t , s l a o g e h t s t n e d t u s l l i w be a e l b : o t 1
. k o o l o u g h t h r a t t x e y l d i p a r r o f c i f i c e p s o n t i m a r f o i n ) g n i n n a c s ( 2
. w p r e v i e and t c i d e r p e h t t x e t r e f o e b y h e t y l l a u t c a d r e a 3
. s e s u g from t e x n t c o when y h e t come s s r o c a unknown words 4
. t e g e h t t s i g f o a p g e s a a s l y k i c u q i n g ) k i m m ( s 5
. make , s e c n e r e f n i g n i u s n s r e t t a p an o r e h t s e u l c 6
. understand and e a t l n s a r t t h e t e x t n i e t h same order by " h t i g s t
r a n s l a t i o n
"
7
. l o p v e d e t i c a u t o m a word n o i i t n g o e c r 8
. e z i l a u s i v p r o e r u t c i what s i d e i b r s c e d n i e h t t x e t 9
. t u s j d a i n g r e a d e t a r i n g c c o r d a o t s , l a i r e t a m s o t a h t h e y t e a r e b l a t
o o s e c h o d s p e e and s e i g e t a r t s needed r o f e h t l e v e l f o comprehen- s
i o
n d e i r s e d by them 1
0
. o t n worry f i e h t s n t e d t u s do n t o understand every word, except where c y c c u r a a s i n t r t a p o i m
1 1
. d e a r n i t n e r e f f i d , a y s w d i n g d e p e n on t e h t x e t and e p o s p u r
3 • 2 i v e E x t e n s Reading
Goals and s v e i t c e j b o l d o u s h be a e d t a l u i c t r n i e t h r e a d i n g c o u r s e s
y l l a b u s
, and s h o u l d be i d n t r o d u c e l y a r l e c on t h e t s r i f day f o t h e c
o u r s
e o t e h t . s t n e d u t s G
o a l s
: By t e h end f o e h t , e s r u o c h e t s n t d e t u s l l i w be a e l b o t o p d e v e l t
h e i
r reading y e n c f l u by doing a l e r g a amount f o extensive r
e a d i n
g f o books t a h t hey o o s e c h on t r i e h o w n . O
b j e c t i v e s
: n I r d e r o o t e e v i c h a e h t , s l a o g e h t s n t e d u t s l l i w be a e l b o t 1
. i e w p r e v books n i e r d o r o t d n i f what e y h t want o t a d r e n i s e i r a r b i l and r e s s t o o o k b
2
. o s e c h o books t a h t t i f e h t s t s e r t e n i ' s t e n d u t s and a g e a n g u l y t i l i b a 3
. e d c i e d whether y h e t w i s h o t e n u t i n c o n g d i e a r a s c i f i c e p book
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IV. Benefits i n the Proposed Reading Course
The l u m r i c u c u r s v e l o v n i t n e r e f f i d s e n t l e m e f o , s c i t s i u g n i l , n o i t c a u d e p
s y c h o l o g y
, v e i t n i g o c , w i e v and i s h g l E n s a a Second Language (ESL) t
h e o r y
. Table . 1 shows e h t main s t n i o p f o each element f o both - n r a e l i
n
g n g d i e a r s e i g e t a r t s and e v s i n t e x e g d i n e a r . s e v i t c e p s r e p Table . 1
Aspects Involved n i Learning Reading e s i v t e n E x Reading Language L e a r n i n g s e i g e t a r t S
L i n g u i s t i c
s a w a r e n e s s f o c e e n n t s e repeated encounters s
t r u c t u r
e h w i t r a l i i m a f c e n t e e n s (
g u e s s i n
g from e s u r c t r u s t and gram- c
o n t e x t
, main , a e d i mar s
i g h
t n o i t a l s n a r t ) s l l i k s E
d u c a t i o
n n g d i e a r y n c e u l f g i n a d r e c y u e n f l - t i r w ( (
s p e e d
, y a b u l a r v o c , g n i y a b u l a r v o c know- k
n o w - l e d g e )
, world , e g d e l , ) g n i l l e p s world k
n o w l e d g e
, r e e p knowledge c
o o p e r a t i o n P
s y c h o l o g
y , e c n e d i f n o c e r i s e d r o f t c e f f a r
e a d i n
g more
C o g n i t i v
e View a w a r e n e s s f o g i n k i n h t a t i c u t o m a word and n g d i e a r s e s s e o c r p , n o i t i n g o c e r l a c i x e l
a c c e s s
, g n l o memory t
o , n i a t e r world
knowledge
4 l Learmng Reading e s g i e a t t r S
The p o s e p u r f o g n h i c a t e n g d i a r e s e i g e t a r t s s i o t promote ' s t n e d u t s a
w a r e n e s
s f o e h t g i n a d e r . s s e c o r p n I r e h t o , s r d w o t i s i o t p l o v e d e r i e h t c
o g n i t i v
e s l l i k s r o f r i e h t g d i n e a r accuracy and . c y n e u l f The d e i l a e t d b
e n e f i t
s f o g n i n r a e l n g i a d e r s e i g e t a r t s r o f e h t t s n e d u t s e r a s a : s w o l l o f 1
) y l l a c i t s i u g n i L
When e t h t s e n d t u s work on s c a n n i n g and skimming, r i e h t - p e c e r p t
i o
n f o c i t a c t n y s g n i n r a e l s i y l e k i l o t be n . e l b i g i l g e e i n c S p e e d s s i - u r c c
i a
l r o f s e e h t m i c r o , s l l i k s e h t s n t e d t u s e n d t o t u s c f o on q c k u i - h c r a e s i
n
g r o f e t h t e r g a t n , o t i a r m o n f i and cannot r d f o a f o t e c t i o n t e n c e s e n s
t r u c t u r
e n i h e t e . s a g p a s As a r , t l u s e c t i a c n t y s t c e f f e s i n o t l y g h h i e
x p e c t e d
, s s e n l u h e t s n t d e t u s r e a asked・to scan and skim e t h same p
a s s a g
e . y l d e t a e p e r On t e h r h e t o d , h a n when g i n e s s g u unknown words from , t x e t n o c and g n i d n i f main s a e d i n i a p h , r a p a g a r e t h t s n d e u s t l l i w be more aware f o how n o i t c n u f words e r a d u s e n i , s e c n e t n e s and what p
a r t
s f o e e c h s p a p r a l u c i t r a unknown word d u l o s h . e b 2
) y l l n a i o a t c d u E F i r s
t f o , l l a e h t most u s s p i c u o c o n i t f e n e b from i n g e a d r s e i g e t a r t s i
s t s a f - reading o r f . y c n e l u f However, with g r e a d i n comprehension s
k i l l s
, e h t t i f e n e b s i o t n y l n o e h t n g r e a d i , d e p e s u t b o s l a e h t l a n g u a g e s
k i l
l f o g n l i a d e w i t h new . y a r l b u a o c v g s s i n G u e from , t x e n t o c n i - c i t r a p u
l a r
, s l l e t e h t t s e n u d t s how o t a t t a c k unknown y . u l a r v o c a b - e r t h u r F more, reading a r i o u s v k i n d s f o l s m a t e r i a n i i n g u s t h o s e s l l i k s l l i w i
n f l u e n c
e t n e r e f f i d l a o n i t a u c d e . t c e p s a t I s p e l h o t n y n l o o t e v i d p r o - n a l guage s l l i k s and n g e a d i r , y c n e u l f b u t o s l a world k n o w l e d g e , which s i t
h
e common t i f e n e b from g i n a d e r o k s , b o whether t i be Ll o r . 2 L The l
a s
t t i f e n e b s i e r p e . n o i a t r e p o o c n c e S i e h t comprehension s s e i r c e e x a r e
done n i s r i a p by s r o l a l m , s p u o r g t s n e d u s t may r v e o c s d i new s a e d i and
ways f o g i n k i n h t g h h r o u t . n o i s s u c s i d
1 0
4 立正大学経済学季報第60 巻 2号
3 ) y l l a i c g o o l h c y P s
S i n c
e n g d i e a r s l l i k s r e a , d e i f i c e p s t i s i y l e v i t a l e r e a s y r o f e h t - u t s d
e n t
s o t n d r s t a n d e u whether y h e t m a s t e r a p r a l u c i t r a t c e s p a r f o n g i a d e s
k i l l
. s e n t S t u d e a r expected o t n o t r e a d t s x t e cover o t cover but o t g
e
t e h t t s i g f o e t h whole x t e t by u g n s i n g r e a d i . s e i g e t a r t s Once - u t s d
e n t
s e r a t e n d i f o n c n i g n s i u e h t s e i g e t a r t s n i , g n i d a e r e h t a l c g i l o o c h s y p e
f f e c
t s y a l p an i t a n t m p o r e l o r n i n g a t i i v o t m o t them r e a d r e . m o 4
) y l v e i t i n g C o
What e h t s t n d e u t s e i z n o g c r e most n i g i n n a r l e i n g r e a d s e i g e t a r t s s i t
o p e l o d e v g i n n k h i t s l l i k s r o awareness f o e t h v e i t n i g o c . s s e c o r p The p
u r p o s
e r e h e s i o t u n d e r s t a n d e h t t e x t with use f o t n e i c i f f e r e a d i n g s
t r a t e g i e
s r o f g ' r e a d i n t u d e n t s s . y c n e u l f n c e S i e t h e z i s f o e h t u - v o c a b l
a r
y f o L2 l s r e n r a e s i , d e t i m i l c h s u e v i t i g n o c s l l i k s s a i n g e s s g u and - n i f
e r r i n
g e r a d o u n t e c t . o s m
4 • 2 s i v e x t e n E Reading K
r a s h e n '
s u t p n I h e s i s H y p o t ) 5 8 9 1 ( a d v o c a t e s v e s i e n x t e g e a d i n r r o
"
f r e
e r y t a u n o l v g " i n a d r e . y b showing s t i l a e r v s e . s t i f e n e b The d e l i a t e d b
e n e f i t
s f o v e i n s e x t e n g d i e a r r o f e h t s t n e d u t s e r a s a : s w o l l o f 1
) y l l a c i t s i u g n i L
Reading n i y i t t n u a q l l i w e c r o f n i e r g n d i n r s t a u n d e t s ' u d e n s t f o - c u r t s t
u r
e n i e h t , t x e t because h e t same d s k i n f o s e n t e n c e e s u r c t r u s t r e a l
i k e l
y o t emerge . y l d e t a e p e r Graded R e a d e r s which e r a d e i f i l p m i s s t x e t a
c c e s s i b l
e g i n o r d c c a o t L2 l s ' r e n r a e , y c n e i c i f o r p r e a t n o r a f beyond e h t s
t u d e n t s ' r e a d i n
g , y t i l i b a t b u y e t h e r a l l i t s y l e k i l o t r t e u n c o e n unknown words and grammatical . s n r e t t a p s , h u T d t e e a e p r r s u n t e n c o e with e o s t h forms l l i w p l e h e h t s e r d e a r n r a e l l a c i x e l and c i t c a t n y s . s n r e t t a p
2
) y l l a o n i a t c d u E
According o t h e n , K r a s v e n s i x t e e r e a d i n g s t l u s e r n i s t u d e n t s ' i m - p
r o v e
d n g t i w r i , l l i k s d e q u a t e a y , l a r a b u v o c and advanced grammar. n I a
d d i t i o n
, h e t s t n d e u t s l l i w be a e b l o t e i r q u a c e h t world knowledge r o r
e a
l - l e f i knowledge from e v s i n e x t e n g d i e a r n i e h t EFL m . o r o s a s l c The knowledge l l i w be u s e d r o f e h t e r u t u f g d i n r e a which broadens h e t - u t s d
e n t s ' p e r s p e c t i v e s
. , y l t s a L t s u j s a e e n s n i h e t t i f e n e b from Learning Reading , s e g i e t r a t S r p e e information s i f o e a t g r p e l h r o f n s i v e e x t e r
e a d i n g
. For example, when they keep o r d s r e c about e h t b o o k s , o r t
h e
y t s r p o r e a b o u t e t h books h e y t d e h s i n i f , g n i a d e r e h t t s e n u d t s may be encouraged r o recommended o t read h o s e t books by t r i e h - s s a l c m
a t e s . 3 ) y l l a c g i o o l h y c s P
A p p r o p r i a t
e t u p n i l l i w p l e h r s d e a r e r e a d , r e t s a f and y l a l r t u a n e y t h w
i l
l have . e c e n d i f o n c Day and Bamford ) 8 9 9 1 ( s e t a l u p i t s h e t - a c i l m p i t
i o
n f o " t c e f f a " by s g n i t a t y , l l c a r i h o a p m e t f I " s n t e d t u s can r t e n e t a h t g
a r d e n
, a t h t , s i l o p d e v e e v i t i s o p s e d u t i t t a and a s n g t r o a t i o n m o t i v o t r
e a
d n i h e t d e c o n s , e g u a g n a l n h e t e h t whole n g a k i e r t n d u f o g i n n r e a l o t r
e a
d s i . m e d s f o r r a n t e n s i v e E x t g e a d i n r can be t h e key o t t h e t e c r e s garden" . p ( . ) 1 3 n I s i h t , t c e p s r e f i t u d e n t s s l y u l s s f c e s u c e n t e r the s
e c r e
t , e n d a r g g n d i e a r r o f e r u a s e l p l l i w t e a r l e e c c a r i e h t e r i s e d o t read more by s g n i t c e l e e i a t p r r o p p a . s t x e t From my own i e n c e x p e r e based on term - end , s e r i a n n o i t s e u q s g i n l e e ' f s t n d e u t s showed c h s u n s i o s s r e x p e a
s
: , n o i t a r a l i h x e a s e n s e f o t , v e m e n a c h i e , e d i r p e e n c i d o n f c and - v o c s i d e
r y
. n I , t c a f t s u j s a e r e h t s i a p a l i t n e t o l c a g i l o o c h s y p t c e f f e on L - a r n e i
n
g Reading , s e i g e t a r t S h e t o n m o t i v a t i d r e e g i g r t by p e v i t i s o s e d u t i t t a t
o n g d i e a r e r n e v s l i a f o t enhance e h t e r i s e d o t a d r e m o r e . 4
) y l v e i t n i g o C A r t i c u l a t i n
g a t h t i n g r e a d s i a c e i v t n i g o , s s e c o r p which means e h t c
o n s t r u c t i o
n f o meaning from a p t e d i n r r o e n r i t t w message r o f u l f
・1 0
6 立正大学経済学季報第60 巻 2号
