The Comprehension of Hierarchical Arguments in Instruction of Reading Expository Text—Through experimental instruction with junior high-school students—

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  • 説明的文章の読みの指導における階層的な論証の理解――中学生への実験授業を通して――
  • セツメイテキ ブンショウ ノ ヨミ ノ シドウ ニ オケル カイソウテキ ナ ロンショウ ノ リカイ : チュウガクセイ エ ノ ジッケン ジュギョウ オ トオシテ

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Abstract

<p>Most expository texts that are selected in Japanese textbooks for junior high-school are composed of hierarchical arguments. Students must learn conditional knowledge in order to be able to comprehend a given argument on their own. This article examined the effectiveness of the teaching process conceived for fostering the learning of conditional knowledge and clarified the cooperative comprehension process of hierarchical argument through an analysis of experimental instruction.</p><p>As the results showed, the teaching process was effective. In particular, the task analysis helped students become aware of the difficulty of comprehending hierarchical arguments. In addition, the two-step reflection activity helped students to learn conditional knowledge by allowing the cause of difficulties to be resolved with the integration of strategies.</p><p>Moreover, it was clarified that the comprehension process of hierarchical arguments is retrospective. Otherwise, the process is (1) comprehending the argument of fact, (2) focusing on the argument of value, and (3) refocusing on the argument of fact and comprehending the hierarchical argument. Students could comprehend hierarchical arguments when an argument of value was pointed out by opposing students that required a response.</p>

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  • kokugokakyouiku

    kokugokakyouiku 84 (0), 31-39, 2018-09-30

    Japanese Teaching Society of Japan

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