抄録
Some educators fear that most of the students who have been taught in the grammar translation method perform slowly in reading English. Such students may have fallen into the habit of translating English directly into Japanese when they read English. They seem to do 'regryessive' reading activities, which prevent them from developing their reading comprehension ability. The authors of this paper assert 'progressive' reading activities using sense groups prove more beneficial to Japanese high school students, and conducted an experiment in order to examine which was more effctive in helping them promote their reading comprehension ability, 'progressive' reading activities or 'regressive' reading activities. The results revealed that the subjects who were instructed to do 'progressive' reading activities obtained a higher score in the reading comprehension test than those in the control group who were instructed in the traditional grammar translation method.
