抄録
This meta-study performed a comprehensive review of literature concerning oral reading in English language teaching (ELT) in Japan, based on an oral reading model for Japanese EFL learners (Miyasako, 2005a). The motives for conducting this review were: (a) to re veal problems in oral reading research; and (b) to gain an insight into the utilization of oral reading pra ctice for improving learner English proficiency. Past reviews had failed to address these issues. The objectives were: (a) to classify oral reading issues in ELT in Japan; (b) to investigate into their assertions and theoretical and empirical grounds; and (c) to explain the assertions with the oral reading model. The results were: (a) we could classify oral reading issues into three categories, consisting of 13 topics, i.e., positions on oral reading, purposes of oral reading, and processing of oral reading; (b) many assertions concerning oral reading had few rigid theoretical and empirical grounds; and (c) the oral reading model theoretically approved many of the assertions and disapproved several of them. ft was also shown that the oral reading model could lay a theoretical foundation for oral reading research.
