読解を促進する発問作りの重要性 : 高等学校英語リーディング教科書中の設問分析を通して

Significance of Designing Questions to Enhance Reading Comprehension : Through the analysis of post-reading questions in senior high school English textbooks in Japan

Fukazawa Seiji

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

The purpose of this article is to ascertain what kinds of post-reading comprehension questions are available in senior high school English textbooks in Japan. Very often these questions play an important role for English teachers in checking and guiding their students' reading comprehension. By using randomly selected six Governmentauthorized senior high school English textbooks (reading) published in Japan, all the comprehension questions placed in the textbooks were collected and classified into five major types following the category by Nuttall (1996). As a result of the analysis, the major findings were: 1) most questions merely require copying out the words directly contiguous to those being repeated in the questions; and 2) all the textbooks carry some questions requiring inference. Thus, it was concluded that the reading comprehension questions in textbooks were not adequate and sufficient tools and sources for English teachers as reading managers. Finally, the types of comprehension questions that teachers need to prepare to supplement the current ready-made textbook questions were identified as a pedagogical implication.

reading in English

comprehension questions

senior high school English textbook

teacher questions

英語リーディング

読解発問

高等学校英語教科書

教師発問

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725