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March 2017 第 10巻

p.1　日本多読学会紀要第 10 巻刊行に寄せて（岡山陽子）

p.3　多読が促進する英語の潜在学習と自動性：心理言語学的能力の獲得をめざして（門田修平）

特別寄稿

p.7　多読は日本人英語学習者の文法能力の向上にどのように影響するのか　　　　　　　　　　　　　　　　　　　（吉澤清美・髙瀬敦子・大槻きょう子）

研究論文

p.29　授業内多読を一部に導入したリメディアル授業の有効性（藤岡千伊奈）　p.45　３つの交流を軸にした多読授業～私立男子中学校での実践報告～（赤松由利）p.57　多読準備としての絵本の読み聞かせ効果（髙瀬敦子）

実践報告

p.73　 2016 年度　日本多読学会年会p.75　第９回　関西多読指導者セミナーp.78　 2016 年度　九州多読教育新人セミナーp.81　北海道英語多読教育新人セミナー 2016

p.86　日本多読学会会則p.89　日本多読学会役員名簿p.90　「日本多読学会紀要」投稿規定

学会・セミナー報告

巻頭言

JERA Bulletin Vol. 10 (March 2017)

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Canale, M. and Swain, M. (1980). Theoretical basis of communicative approaches to second language teaching and testing. Applied Linguistics 1: 1-47.

Hawkins, R. (2005). Synaptic Plasticity and Learning. 28th Annual Postgraduate Review Course, Basic and Clinical Neurosciences held from December 17, 2005 to March 11, 2006. New York: TC, Columbia University.

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(2002). Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.


7

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Does Extens ive Reading he lp Japanese EFL learners to deve lop

grammatica l ab i l i t ies?

YOSHIZAWA Kiyomi

TAKASE Atsuko OTSUKI Kyoko

A b s t ra c t This paper reports the EFL Japanese students’ improvement in English grammar after reading English books extensively for one academic year. Despite an abundance of research and reports on extensive reading (ER), there is a paucity of research studies which examined the impact of ER on grammatical abilities. The current study has two aims. The first aim is to examine whether ER would help Japanese EFL learners at university level to improve their grammatical abilities. The second aim is to examine whether the effect of ER is differential. That is, if ER helps EFL learners to improve their grammatical abilities, it would help learners at a particular level of their second language acquisition processes more than those at different levels. To this end, two groups of Japanese EFL learners at university level participated in the study. The participants in ER group read extensively for one academic year; those in the control group studied in a regular English reading class. A 46-item grammar test was developed and administered to the participants at the beginning of the study, in the middle point, and at the end of the study. The results showed that the ER group outperformed the control group at the end of the program. Further, the results of the study indicated that ER would help the learners at a lower level of their grammatical abilities to continue their language acquisition processes more than those at higher levels. Key words: extensive reading, grammatical ability, grammar test 1 .

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27

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8, 39-50⁷ (2006). ⁷

(2010). α

(1996). ig gm i

― 116-123(2010).(2010). SPSS

(2007). ※ ※ a yo

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7, 27-28.⁷

y ]] ⁷ k 16


29

i

The Ef fects o f Using Extens ive Reading in Remedia l Engl ish

Language Classrooms

FUJIOKA Cheena

A b s t ra c t This article reports on the use of extensive reading in the classroom for Japanese university students who might be called “remedial English learners.” Developing students’ English proficiency has long been an issue for educators in higher education in Japan, but students’ English proficiency and their motivation to learn English seem to be declining in recent years. In this study, extensive reading (henceforth, ER) was implemented for approximately 20 to 45 minutes per class for one semester or one academic year in a range of university EFL courses. The aim was for ER to be a stimulating teaching and learning medium for those who have not mastered basic English from their previous education and might therefore feel reluctant about learning English. It was hoped that the remedial EFL university students would improve their English proficiency as well as their attitude toward learning English by reading as many “easy-to-read books” as possible (e.g. one hundred per term) at an appropriate level of difficulty. In order to measure the linguistic effect on the L2 learners, the C-Test (rather than the more frequently used TOEIC or the EPER Test) was utilized before and after conducting ER. Along with the results of the C-Test, a comprehensive class survey conducted at the end of the semester or the academic year provided positive support overall for implementing ER for the remedial L2 learners in terms of its educational and psychological benefits. Keywords: extensive reading, remedial English learners, leveled readers, C-Test 1.

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44

Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.).

Portsmouth, NH: Heinemann. Takese, A., & Otsuki, K. (2011). The impact of extensive reading on remedial students. × 2 (1), 331-345. Yoshimura, T., & Nishino, H. (2008) Practical report on enhancing English ability through

the effective use of CALL. Proceedings of World Call 2008, Fukuoka, d-143. (2015). y ―

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45

u i

Extens ive Reading through Var ious Interact ions

AKAMATSU Yuri

A b s t ra c t I believe Extensive Reading (ER) is one of the best ways of active learning centered on learners. This report describes how to enhance their motivation towards reading and learning English at a junior high school. For twelve years, I have been personally and closely monitoring my students in a small-sized class by recommending books they are likely to get interested in. I also solicit their impressions about these books and give them feedbacks about the reading content. For almost four years, I have tried several ways to make ER work well in a big-sized class. I have worked on helping students get interested in choosing and reading the books. Through this experience, I have come up with three different kinds of interactions that serve as the key to get learners’ inner motivation and eventually make ER successful in a bigger- sized class. 1. interaction between teachers and learners through reading record books 2. interaction through book reports 3. interaction between ER beginners and senior learners who have experienced ER I have observed that students enjoy these kinds of interaction very much. I believe ER has been an effective active learning method in both small and big-sized classes. Key words: extensive reading, junior high school students, a big-sized class, interaction through reading record books, book report, interaction through ER beginners and senior students who have experienced ER 1 .

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The Impact o f P ic ture Book Reading at the Beginning o f ER

―A Case Study o f a HS Student ’ s Development - in Reading and Listening Fluency―

TAKASE Atsuko

A b s t ra c t According to Zevenbergenn and Whitehurst (2003), “Tales and stories are effective and useful listening materials for children to develop listening comprehension and literacy both in their first and second language.” Listening comprehension in turn, improves children’s reading comprehension and literacy skills (Jalongo, 2008). The author is convinced that this applies not only to very young children, but also to junior high school students in their second language acquisition. This paper cites the case of a 12-year-old Japanese boy, who received an abundance of picture-books for reading (storytelling with illustration) from his teacher for about 8 months before and at the beginning of his formal English study at school. He developed good listening, reading and comprehension skills, which greatly contributed to his success in later years in high school, and eventually in his work. Key words: picture-book reading, listening fluency, reading fluency, listening comprehension, reading comprehension, literacy skill 1 .

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59

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i mN i

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yN a i y t

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iN ey y i t

⁺ N a k ※ k ey

mi k y i yi

Leveled Readers, LR yN

Graded Readers, GR No

i NLR GRNo ]

[

, 2013 3 . ]m 6 2 ~ 1 1 1

]m 2 20 ] 1 11l ] N [ ] N

N t N ao

yi N u N i N

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60

N y t ]m i

LR N※ a

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]m 11

/

/

2 AAR1 5 730 146 5 146 3 Clifford, ORT 1-4 80 12,290 154 19 647 4 ORT 5, LLL 0-4 59 8,998 153 8 1,125 5 LLL 5-9, LLLGR, LLLIT 31 14,323 462 8 1,790 6 SIR1, LLL 8-10, ORT 6-7 27 13,209 489 8 1,651 7 RTR, SCR1, PGY ORT7 20 8,290 415 7 1,184 9 SCR, ICR0,1, ORT9 17 9,546 562 8 1,193 10 ICR1-2, SIR1-2 22 10,851 493 8 1,356 11 RKR, Henry & Mudge 13 10,171 782 8 1,271

Total 274 88,408 323 79 1,119

] N 150

144 ]m (YL0.2-0.5) t

N a ] t oe N i

ey ] i ye N [l t t N

i a y

N i N Clifford, ORTNLLL ⁷k

※ N t y [

[ a yN P io gm

N i N l e

] y i N ml t r i

y [ N N

yN a y ]] N

ilu ai t LLL8-10 ORT8-9 ] a

N ty y i N t No p

] ~ r N ] m i ]

k y k Nu i a k

y ey t ※ ]m i iN

t N N t


61

ry [ ey aN t

i ] N P

t t N a ]t e

274 N y aey t

3 . 3 .1 1 1 2 2

274 88,408 ]m t N N a

t y N ey gm ye N

]m i mlN r s LRYL0.2-0.4 i t N P

N1 y LR 2-3 (YL0.4-0.7) i

t rNe N

[ P t N ]t

12

/ 12 Puffin, OER1, SCR1 7 2,052 293 1 SCR1, CSB1-3, LDB 8 1,746 218 2 CSB2-3 5 1,554 311

Total 20 5,352 268

] No N

k N 40 45NPearson Education Very Easy True Stories (1998) i 80 160] N k [N

iN N k Ny t

N aN aN

※ y i

aN ] ]m t N k e

y y [ ⁺ t N ⁺

ey rN ※k ] i ]

a aN yi t 3 .2

N i N ⁺


62

i ilu N

] ia t N t u

]t lu ey N No i a

ey N No ⁺

yN i N o i ] N LR yk N

GR ] PYR1,2 (YL0.3-0.9), PGR0 (YL0.8), MMR1 (YL0.8), OBW0 (YL0.9) 20 rr t 16 P

LR i N ⁺ N AAR, SCR, HLR, CSB(YL0.4-2.0) y 10 40 ey t Spirited Away y

i i t r Corgi Pups (YL2.5-3.0) No r a ]t N

i o 2,000t ]] lN a ]t N ]m 1,000 2,000

200 a r N Ne

ri a N g ]t ] i N k k y Corgi Pups t

N t ] ayN t Ny [ k k k N k

k y t

/

5 AAR, HLR, PYR1-2, OCT 12 4,018 335 6 AWL, RKR, HLR 17 4,706 277 7 AAR 1-2, Comic 34 15,129 445 8 AAR 1-2 7 3,837 548 9 PGR0, MMR1 2 1,470 735 10 PYR 1,2, PGR0, HLR 2-4, 16 10,908 682 11 HLR 1-3, SCH 1-3 52 18,635 358 12 SCR 1 2 136 68 1 SCR 1-2, HLR 2-4, OBW0 24 12,573 524 2 CSB 1-2, Corgi Pups 12 13,191 1,099 3 Corgi Pups 6 13,472 2,245

Total 184 98,075 533 e y k N Very Easy True Stories

N Easy True Stories (1 150 250 ) True Stories in the News (1


63

200 250 ) i i a t yN i t N

y t N t N

N yi g

t e t 3 .3 ※ oe N

ey i t k ey

] No 1,000r t l LR Leveled Readers,

⁺ PER1-2; ICR1-2; SIR1-2; SCR1-3(YL0.4-1.4)N ] GR Graded Readers, i NFRL1-7 (YL0.6-1.4), OBW1 (YL2.2), CER0 (YL1.0) t

i l N Magic Tree House (MTH) (YL2.5) No i a MTH t i t

/ 4 SKR:A,B, PER1, SCR3, AAR2 24 25,938 1,081 5 PER 1, 2 23 11,043 480 6 SCR1,2,3, Poppleton 8 5,931 741 7 ICR 1,2, SIR1, FRL 2 20 15,287 764 8 FRL1, ICR 2 11 10,723 975 9 ICR1, FRL3-4, SKR:A,B, OBW1 21 31,717 1,510 10 OBW1, FRL5 4 10,138 2,535 11 OBW1 4 14,213 3,553 12 OBW1, FRL 6, 7, HLR 6 25,138 4,190 1 CER0 1 2,211 2,211 2 CER0, OBW1 3 8,963 2,988 3 MTH 12 62,749 5,229

Total 137 224,051 1,635 e N N i True Stories NMore True

Stories in the News 400 500 [ N ] OxfordTotally True Book 1 (2005) i True Stories Even More True

Stories i k eyyNTotally True Book1 Oxford Bookworms1 (OBW1) g y i t ]


64

Nishino (2007) i ※

OBW m o N ⁺ gl gm

⁺yi N t [ yi Totally

True r o i True Stories y i

N ⁺ t N※ i

r ⁺ Ne i ey NOBW1 g N

t OBW1 e key ry N※

N t ⁺ NOBW1 Tim VicaryNWhite Death, The Elephant Man, The Coldest Place on Earth u t NOBW1 t

ye N a tei yN ]t ]m

e yi i 3 .4

MTH y N5,000-6,000 NSCR4 3,000 Non-fiction s

r ] ] N y ※ t

lNMr. Men (YL2.0) 30 y i 31 ]mi ORT7-9 (YL0.7-1.4) y LLL6-10 (YL0.7-1.6)

iN i e ia k

yN a i

/ 4 MTH (6 ) 6 32,527 5,421 5 MTH (7 ) 7 39,307 5,615 6 MTH, PGR0, SKR:C, LLIT, HLR 16 21,845 1,365 7 PGR 0-1, SCR 2-4 6 13,045 2,174 8 Mr. Men 20 17,499 875 9 Mr. Men 10 7,867 787 10 ZF, B&N 7 26,737 3,820 11 B&N 3 5,559 1,853 1 ORT 1-4 54 5,570 103 2 ORT 5-6 29 12,610 435 3 ORT 7-9, LLL 6-10 34 37,656 1,108

Total 192 220,222 1,147


65

NTotally True Book 1 iNTotally True Book 2 t t Book 2OBW2 y g Ne y i N

OBW2 y t 3 .5 2 4 3

y ]t N i ]

Dahl N t N] i y

k y lN i a ia Wolf HillNate the Great ⁺ N

OBW2 i

/ 4 LLL 3-10 7 5,165 738 5 Dahl 4 17,722 4,431 6 Dahl, CER1, OBW2 5 28,094 5,619 7 PER 12 14,428 1,202 8 OBW1, WH1-1+ 15 30,260 2,017 9 WH2 6 10,113 1,686 10 WH3 6 13,309 2,218 11 WH4, SCR4 8 25,863 3,233 12 WH5 6 25,985 4,331 1 SCR4, MMR2 11 29,469 2,679 2 NTG, PGR0, CER0, BCE 13 26,452 2,035 3 NTG, SCR4, OBW1-2 8 58,588 7,324

Total 101 285,448 2,826

NTotally True 2 iN Pearson Longman t

What a Life! Stories of Amazing People (2000) i 350400 y N ※ u t

NDiscussion Writing i a t No i y

t 3 .6

7


66

/ 4 OBW0-2, PGR3, MTH 12 86,523 7,210 5 MTH, RKR 18 16,575 921 6 MTH, G&D3 4 34,273 8,568 7 MTH, RG 3 15,512 5,171

Total 37 152,883 4,132

※ ee No P i iN

i 3 .7 y ※ ]m] N 1 10

]mNo ⁺ N

r N gm iN

N i NListening, Reading Comprehension, Speaking, Writing i i [ y N※

P e i N i ay

t e N iN a

t N※ t i

N N aey t

y y

. y 6 2 3 7 /

]m 274 88,408 323 20 5,352 268 184 98,075 533 137 224,051 1,635 192 220,222 1,147 101 285,448 2,826 37 152,883 4,132 671 986,031

r 671 N 100 ] ]t iN t

i ]t N k i N es

ia t a ⁺ Nit


67

] y i i N ] N 1 yi N

g a : 268 N : 533 N :1,635 N : 2,826N : 4,132 )N t N P Reading Fluency

gm t ey a ⁴ lN i ey

N t ]m i y t

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N [ ey aN ]m y

] i t o ※

⁺ i y [ r 100lN N y [ N i P

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t o t i N

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N ry t r oe Ne a

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N N ey ⁺ ※

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68

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i 274 88,408 y t r o

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Ne ※ 17 N OBW1N i a ※ NTOEIC 400-600 y ※ 290120 OBW1 YL2 10-15 t

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i i]iN y k yN ]m

m i N [ k

ey N y

N ※ ]

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g ] i u ey


69

a r i ※ a i k Ne

[※ ] k i N

r ※ ] k k

Broukal, M. (2000). What a Life! Stories of Amazing People,Beginning. Addison Wesley

Longman, Inc.:NY. Jalongo, M. (2008). Learning to listen, listening to learn: building essential skills in

young children. National Association for the Education of Young Children. Washington, DC.

Heyer, S. (1994). Easy True Stories. Longman Publishing Group: NY. Heyer, S. (1998). Very Easy True Stories. Addison Wesley Longman,Inc.: NY. Heyer, S. (1996). True Stories in the News. Addison Wesley Longman,Inc: NY. Heyer, S. (1989). More True Stories. Addison Wesley Longman,Inc.: NY. Hino, N. (1988). “Yakudoku”: Japan’s dominant tradition in foreign language learning.

JALT Journal, 10, 45-53. Huizenga, J. (2005). Totally True Book 1. Oxford University Press: NY. Huizenga, J. (2005). Totally True Book 2. Oxford University Press: NY Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi.

Reading in a foreign Language, 19(2), 76-105. Takase, A. (2012, November). Appropriate ER Materials for Japanese EFL Studetns.

Paper presented at JALT 2012 in Hamamatsu. Zevenbergenn, A.A., & Whitehurst, G.J. (2003). Dialogic reading: A shared picture book

reading intervention for preschoolers. In V. Kleek, S. Astahl, E.B. Bauer, & J.J. Mahwah (Eds.), Reading books to children: parents and teachers (pp.177-200). Lawrence Erlbaum Associates.

(2013). ek Part II T&H. (2010). . (2010). .

(2013). . .

(2015). Free Voluntary Reading with Story-Listening. ]my ⁺ k .

(2010). × ⁷ . (2013). y × ⁷ .


70

. L e v e le d R e a d e rs AAR: All Aboard Reading B&N: Barnes & Noble CSB: Cambridge Story Books G&D: Grosset & Dunlap HLR: Hello Reader ICR: I Can Read LDB: Ladybird LLL: Longman Literacy Land (Story Street) LLLGR: Longman Literacy Land Genre Range LLLIT: Longman Literacy Land Info Trail OCT: Oxford Classic Tales OER: Oxford English Readers ORT: Oxford Reading Tree PER: Puffin Easy to Read RKR: Rookie Readers RTR: Ready to Read SCR: Scholastic Readers SKR: Skyrider SIR: Step Into Reading WH: Wolf Hills

Dahl: Roald Dahl Mr. Men MTH: Magic Tree House MTH RG: Magic House Research Guide Magic Tree House Fact Trackers NTG: Nate the Great ZF: Zack Files G ra d e d R e a d e rs BCE: Black Cat Easyreads CER: Cambridge English Readers FRL: foundations Reading Library MMR: Macmillan Readers OBW: Oxford Bookworms


71

PGR: Penguin Readers Pearson English Readers PYR: Penguin Young Readers


72


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T h e N e u r o s c i e n c e o f S to r i e s a n d W h y o u r B r a in s L o v e T h e m

Curtis Kelly

Stories, the original Wikipedia, are the oldest tool of teaching, and still the most potent.

For most of human existence, we have used stories to share information and educate our

offspring about the wiles of the world. It is no wonder our brains have evolved to process

stories so much more effectively (or did stories evolve to fit our brains?) than other formats

of information delivery. In fact, stories do more than allow information transfer. They

cause parallel activation of the insula in both speaker and listener that enable a kind of

brain linking.

Likewise, no other format of verbal transfer results in as high a retention rate. A study

in London found that use of statistics in a presentation led to a retention rate of 5-10% at


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best, but by adding a story, retention more than tripled. With use of stories alone, the

retention rate soars to more than tenfold. This is no surprise if you consider the

neurotransmitters stories release: serotonin, dopamine, and oxytocin. These chemicals

control mood, deeper learning and interpersonal bonding. In fact, psychologists believe

that stories are so deeply integrated into our memory system that they form the basis for

concept of self.

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katadol (http://katadol.tokyo/)


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日本多読学会紀要　第 10 巻

2017 年３月 31 日発行

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