A Study on the Transformation of Japanese Language Teachers' Views of Language Education and Language Proficiency through the Practice of Extensive Reading

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K00699
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02090:Japanese language education-related
• Research Institution: Shizuoka University
• Principal Investigator: SASAKI RYOZO 静岡大学, 国際連携推進機構, 特任准教授 (50609956)
• Co-Investigator(Kenkyū-buntansha): 香月 裕介 神戸学院大学, グローバル・コミュニケーション学部, 准教授 (30758785) ; 鴈野 恵 筑紫女学園大学, 文学部, 准教授 (60713352)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 多読 / 言語教育観 / 言語能力観

Outline of Final Research Achievements

While most of the research on extensive reading has focused on the development of learners' language skills and changes in their attitudes toward reading through extensive reading, teachers who conduct extensive reading have rarely been the subject of research. In this study, we focused on teachers who conduct extensive reading and conducted a qualitative analysis of teachers' views on language teaching and language proficiency by analyzing their post-lesson reflections. The results showed that while teachers encourage learners to read autonomously in the classroom, they sometimes surrender the initiative to learners or are confused by learners' behavior in the classroom.

Free Research Field

日本語教育学

Academic Significance and Societal Importance of the Research Achievements

研究成果の学術的意義は、(1) 従来の研究で対象とされてこなかった多読実施者に焦点を当てたこと、(2) 多読授業後の振り返りの記述を質的に分析することによって、言語教育観の変容の一端を示したことにある。
多読を推進するためには、多読学習材の充実や多読による読む能力の伸張を示すだけでなく、多読を実践する教員の振り返りを分析し、多読を実施する側に起こることを明らかにしたことが本研究成果の社会的意義であると考える。