Critical thinking skills and Japanese as a second language reading textbooks
Loading...
Date
2004
Authors
Nitsu, Nobuko
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
Abstract
This study examines aspects of teaching reading in Japanese as a Second Language (JSL)
in Japan. The objective of the study is to draw implications for helping JSL students to
acquire critical reading skills that are essential for university studies. Examined are
selected characteristics of eight JSL reading textbooks commonly used in preliminary
courses for Japanese universities. Two major fmdings emerge. First, the texts reveal a
preference for exercises and questions that overwhelmingly address superficial aspects of
both the content of the text and its linguistic elements. Second, elements of critical
analysis are virtually absent in the texts. The study concludes that, to make progress in
teaching critical reading skills in JSL classrooms, teachers will need to reflect
deliberately on their reading style, making an effort to view texts critically. Beyond that,
textbook authors will need to revise substantially their suggested exercises by
downplaying rote comprehension and accenting analysis and interpretation.
Description
vi, 63 leaves ; 29 cm. --
Keywords
Reading -- Research -- Japan , Japanese language -- Study and teaching -- Japan , Reading -- Japan , Critical thinking -- Japan , Japanese language -- Readers