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ID 26079
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title alternative
Significance of Designing Questions to Enhance Reading Comprehension : Through the analysis of post-reading questions in senior high school English textbooks in Japan
creator
subject
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
NDC
Education
abstract
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.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 57
start page
169
end page
176
date of issued
2008-12-26
publisher
広島大学大学院教育学研究科
issn
1346-5554
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
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