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No.2 (1993/7) >

 
Title :読解過程に基づく外国語の読解指導に関する一考察
Title alternative :A Study on Foreign Language Reading Instruction Based on Models of Reading Comprehension
Authors :金城, 尚美
Authors alternative :Kinjo, Naomi
Issue Date :Jul-1993
Abstract :Reading is not a passive activity but a positive one. When focusing on cognitive processes, reading is not solely established through the bottom-up process of grasping the meaning of individual words and synthesized structure. The top-down process of understanding macro level structures such as the connection of context, discourse and the whole text and the readers' utilization of prior knowledge becomes necessary. The interaction of both processes constructs meaning. This is postulated as the process of integration of the readers' knowledge structure. Moreover, in the process of comprehension, "metacognition" which monitors one's condition of comprehension is a vital process. Metacognition has a function as a control of comprehension. When reading a foreign language, poor readers with poor ability tend to try to understand the whole meaning of the text word by word. This is not because of their limited knowledge of language, background knowledge or skills, but it is more due to not being able to utilize metacognitive strategies. In many cases, the teaching method of reading in a foreign language puts emphasis on vocabulary and grammar. However, it is not only an instructional strategy to promote reading comprehension. A teaching method focused on cognitive processes is neccessary. Therefore, one framework for considering effective strategies to promote reading comprehension is suggested. The structure of the framework for reading comprehension consists of three main categories of strategies; the strategies to promote bottom-up processing, the strategies to promote top-down processing, and the strategies that improve metacognitive skills. The strategies are proposed as a viewpoint for course design of reading instruction in foreign languages.
Type Local :紀要論文
ISSN :0919-4215
Publisher :琉球大学教養部
URI :http://hdl.handle.net/20.500.12000/2712
Citation :言語文化研究紀要 : Scripsimus no.2 p.141 -167
Appears in Collections:No.2 (1993/7)

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