英文読解における要点把握指導法とその効果

抄録

The aim of this paper is to introduce instruction about typical English rhetorical organizations in reading comprehension class at a university in Japan, and to investigate the effectiveness of the instruction. Effective instruction seems to attribute to mutual understanding of the objectives between teachers and learners. Therefore the instruction was firstly described. Secondly, to acquire a deep understanding of learners' beliefs about the rhetorical organizations, a questionnaire was administered to a sample of 37 college students. The questionnaire was used three times; before, during and after the course. Based on the data from the questionnaires, the change of the depth of the beliefs was examined. After finding the development of the beliefs, learners were categorized into five groups by using a cluster analysis, and the characteristics of each group were discussed. It was also examined whether the understanding of the rhetorical organizations was related with the learning outcomes of learners' summaries in Japanese. The results showed that no statistical relationship was found in this study. Some of the reasons were assumed to be the evaluation method of the summaries and the learners' grammatical competence.