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dc.contributor.supervisor Mazurek, Kas Nitsu, Nobuko University of Lethbridge. Faculty of Education 2010-03-29T15:11:36Z 2010-03-29T15:11:36Z 2004
dc.description vi, 63 leaves ; 29 cm. -- en
dc.description.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. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Reading -- Research -- Japan en
dc.subject Japanese language -- Study and teaching -- Japan en
dc.subject Reading -- Japan en
dc.subject Critical thinking -- Japan en
dc.subject Japanese language -- Readers en
dc.title Critical thinking skills and Japanese as a second language reading textbooks en
dc.type Thesis en
dc.publisher.faculty Education en
dc.description.discrepancy Page numbers partially cut off Page 10, 21, 33, 46; shaded areas in graphs - can't read some numbers.

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