Classification of Questions in Beginner-Level Japanese Textbooks:

Focusing on 'Doo'-Type Interrogatives in Japanese

Abstract

Growing interest in “question formulation” activities highlights their role in fostering critical thinking. In Japanese language education, efforts to enhance question-asking abilities are emerging. This study analyzes beginner-level Japanese textbooks to explore how question-formation is taught. Results reveal a higher use of interrogative-based questions, a focus on simple explanatory questions, and the presence of tasks involving higher-order cognitive skills, even at early stages. These findings offer valuable insights for improving Japanese language instruction.