A Study of Trends of College English Reading Textbooks in Japan: An Analysis of College English Reading Textbooks for 1985.

Autor/inn/en	Kitao, Kenji; und weitere
Titel	A Study of Trends of College English Reading Textbooks in Japan: An Analysis of College English Reading Textbooks for 1985.
Quelle	(1986), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiotape Recordings; College Curriculum; Difficulty Level; English (Second Language); Foreign Countries; Higher Education; Language Skills; Reading Instruction; Reading Materials; Second Language Instruction; Teaching Guides; Textbook Bias; Textbook Content; Textbook Research; Textbooks; Uncommonly Taught Languages; Visual Aids; Japan + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Sprachkompetenz; Leseunterricht; Fremdsprachenunterricht; Lehrerhandbuch; Lehrbuchkritik; Lehrbuchtext; Schulbuchforschung; Textbook; Text book; Schulbuch; Lehrbuch; Minderheitensprache; Anschauungsmaterial
Abstract	A study of reading textbooks for English as a second language published in Japan evaluated 150 traditional reading textbooks and 32 new reading textbooks published for use in 1985. Traditional reading textbooks are those with main texts and notes and sometimes a few comprehension questions. New reading textbooks have main texts, comprehension questions, and other exercises. The new trends identified include: larger books with fewer pages, more visual aids, simpler English usage, more non-literary texts, more texts intended specifically for non-native speakers, more recently written main texts, more supplementary exercises, increased emphasis on language skills, more Japanese authors or co-authors, increased use of main texts written specifically for non-native speakers, more accompanying audiotapes, and more teacher's manuals. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC