高等学校ライティング教科書における課題の分析

抄録

A quantitative and qualitative comparative analysis of writing tasks in Japanese high school writing textbooks was conducted as part of this study. The tasks were classified into four categories: controlled writing, guided writing, translation, and free writing, and 14 subcategories. Results of the analysis revealed that writing textbooks included various translations and controlled writing tasks. Guided writing and flee writing tasks, overall, tended to appear to a lesser extent in the textbooks that were examined. According to the Course of Study for Upper Secondary School (henceforth, the Course of Study) (MEXT, 1999), writing instruction is generally related to free writing tasks; thus, free writing skills are necessary to develop students' practical communication abilities as defined by MEXT. Therefore, the present study carried out a detailed analysis of free writing tasks in writing textbooks. The results indicated that several free writing tasks set out in the Course of Study were not included in writing textbooks (e.g., revising a composition and envisioning the reader). These findings suggest that it is necessary to not only proactively increase free writing activities in English classes, but also modify the tasks in writing textbooks so that they match the descriptive contents of the Course of Study.