Difficulties Japanese Have in Reading English.

Autor/inn/en	Kitao, Kenji; Kitao, S. Kathleen
Titel	Difficulties Japanese Have in Reading English.
Quelle	(1986), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Vocabulary; Classroom Techniques; College Students; Context Clues; Cultural Context; Decoding (Reading); Difficulty Level; Directed Reading Activity; Discourse Analysis; English (Second Language); Higher Education; Japanese; Language Styles; Language Variation; Media Selection; Paragraphs; Paralinguistics; Reading Assignments; Reading Comprehension; Reading Difficulties; Reading Improvement; Reading Instruction; Reading Processes; Reading Rate; Short Term Memory; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Grundwortschatz; Klassenführung; Collegestudent; Dekodierung; Schwierigkeitsgrad; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Japaner; Japanisch; Sprachstil; Sprachenvielfalt; Medienwahl; Paralinguistik; Leseverstehen; Reading difficulty; Leseschwierigkeit; Leseunterricht; Leseprozess; Reading readiness; Reading speed; Lesegeschwindigkeit; Kurzzeitgedächtnis; Minderheitensprache
Abstract	The problems encountered by native Japanese-speakers in reading English as a second language are examined. The available literature on the subject as well as firsthand experiences in teaching English, developing reading materials, and conducting research projects are discussed. The discussion focuses on five major areas: the reading process; the fact that English texts are usually not written for Japanese students and the effect this has on their reading; why written texts are more difficult than spoken texts; major problems encountered by the Japanese in reading English texts; and some cultural and social barriers to reading English. Ten suggestions are made for improving Japanese college- level English reading instruction, including choosing appropriate texts, avoiding exercises requiring that students replace Japanese words with English, providing background information, encouraging faster reading, giving students a purpose for each reading task, teaching about English discourse organization, practicing basic reading skills, using activities based on real experiences, providing opportunities for discussion, and encouraging further cultural or topical study. Fifty-one references are provided. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC