このエントリーをはてなブックマークに追加
ID 31294
file
title alternative
Reading beyond Literal Comprehension : Categorisation of Questions and Analysis of Textbooks
creator
Takehisa, Kana
NDC
Education
abstract
Many studies point out the importance of questions in the instruction of reading and classify questions so that they may help the reader understand the text. Few attempts have been made, however, to examine ways of questioning appropriate for literary works contained in the textbooks for Japanese high school students. This paper claims that categorising questions into three types, namely literal questions, inferential questions and interpretational questions will contribute to the students' appreciation of literature. Using the three categories, we analysed the questions attached to Ibuse's Black Rain (translated into English) in a textbook for senior high school students. Most of the questions fell into literal questions, one into interpretational, and none into inferential. Black Rain (in the original) is also used in a senior high school textbook for the Japanese language. Having a wider variety of questions than its English counterpart, the Japanese textbook encourages a student to read between the lines or present his/her interpretation of the text. We conclude that it is essential for the English teachers to help their students read literature beyond its literal meaning by asking various questions which range from literal, through inferential, to interpretational ones.
journal title
Hiroshima journal of school education
volume
Volume 17
start page
141
end page
147
date of issued
2011-03-20
publisher
広島大学大学院教育学研究科附属教育実践総合センター
issn
1341-111X
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
他の一覧