English Education to Enhance PISA Reading Literacy

2016 Fiscal Year Final Research Report

• Project/Area Number: 26370636
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Meiji University
• Principal Investigator: Kawano Madoka 明治大学, 総合数理学部, 専任教授 (20328925)
• Research Collaborator: Iida Miyuki 神奈川県立国際言語文化アカデミア, 准教授 (90328998) ; Kambara Junko 明海大学, 非常勤講師
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: PISA型リテラシー / タキソノミー / 海外の英語教育 / 発問とタスク / CALP（学習言語能力） / CLIL（内容言語統合学習） / 論理的思考力 / 教科書分析

Outline of Final Research Achievements

This study investigated how the reading literacy defined in the PISA criteria is fostered in secondary English language education in Japan. Analyses of the MEXT-approved high school textbooks (Communication English I and II) revealed that a large percentage of reading questions and tasks required understanding at the lowest cognitive level in Bloom’s revised taxonomy (Anderson and Krathwohl, 2001) and only a few tasks required higher levels such as integrating and evaluating. On the other hand, the textbooks used abroad were equipped with longer passages and with activities that gradually increased in difficulty of cognitive demand. The observations of CLIL, CBI, and IB overseas classes indicated that the textbooks served as a resource for learning and encouraged students to engage in intellectually stimulating tasks. The research outcomes suggest that textbooks in Japan include longer, more thought-provoking passages; also,it would be prudent to incorporate step-by-step scaffolding.

Free Research Field

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