Teaching Critical Reading in Japan

A Focus on 'Interpretation' in Nobuyoshi Morita's Theory

Abstract

The value of teaching critical reading has become the focus of attention in recent years. However, the practice of teaching critical reading has not spread widely throughout the Japanese education system because 'Interpretation' is not adequately positioned in the theory of teaching critical reading. Therefore, I use Nobuyoshi Morita's theory that typifies the theory of teaching critical reading in Japan, as an object of this study. I examined how 'Interpretation' is positioned in the theory and analyze 'Evaluation' an essential concept in Morita's theory. As a result I clarify that 'Interpretation' does have a place but for the most part is not the main focus in Morita's theory. I reconstructed the components obtained by analysis as the reading process and argue the importance of positioning 'Interpretation' in the theory of teaching critical reading. I also propose the establishment of the expository text teaching theory.