Theoretical Analysis of Three Good Practices of Performative Reading-aloud

Abstract

Reading aloud is an essential element in English teaching in Japan. Its significance is shared widely, and there are an array of reading aloud activities practiced at all levels of schools from junior high schools to universities. These activities have been proved to be effective in enhancing students’ English abilities （e.g. Ikeda and Takeuchi, 2002）, where main focuses tend to be on phonological accuracy. On the other hand, several theatrical reading-aloud practices have been conducted to prove its influence on readers’ personal emotions. In those practices, while participants are engaged in the process of performing the text within a group, their experiences lead the participants to re-read the text, to interpret the text deeply, and eventually to enjoy and be satisfied by expressing themselves through reading-aloud.