高等学校用英語教科書における文学
Contents
1. LAL 3 22. Rl 2 1 15 Rowling Shakespeare 2 54
3. D 2 2 1 2 1 20
4. 45 lk 2 15 12 J K Rowling 2 Rowling Rowling Harry Potter Rowling New Stage English Reading Part 1 Lesson 25 Planet Blue Reading Navigator Lesson 17
5. 9 w T Brumfit Christopher and Ronald Carter eds Literature and Language Teaching Oxford Oxford UP 1986 Carter Ronald and John McRae eds Language Literature and the Learner London Longman 1996 Carter Ronald and Michael N Long Teaching Literature London Longman 1991 Collie Joanne and Stephen Slater Literature in the Language Classroom Cambridge Cambridge UP 1987 Lazar Gillian Literature and Language Teaching A Guide for Teachers and Trainers Cambridge Cambridge University Press 1993 Nuttall Chr
6. Don t stop and don t be scared you ll crash into it that s very important Harry Potter 8 9 THEE TIT Sw sank 4 Harry Potter Harry Ron Hermione 53 ET 9 Harry Harry
7. 33 2003 11 20 Planet Blue Reading Navigator EXE 2004 56 Akira Ono Literature in English Textbooks for Upper Secondary School An Analysis of Texts and Questions Akira Ono The Course of Study for Upper Secondary School Foreign Languages implemented in 2003 prescribes four types from Type A to Type D of Language Activities for reading English and the third one Type C is To read stories etc and talk or write about one s own impressions The Ministry of Education Culture Sports Science and Technology MEXT attaches The Teaching Guide Kaisetsu to The Course of Study and for Type C the guide reads We read to get information or grasp writers intentions We also read to enjoy the act of reading itself This is especially the case with literary works such as poems stories and plays The phrase literary works is here The Course of Study is usually revised every ten years and the one to be implemented in 2013 does not refer to literary works even in its teaching guide The fact that the phrase has been deleted altogether symbolises the present position of literature at the secondary school lev
8. 5 Rowling 1 2 2 1
9. 1 Brumfit and Carter Carter and Long Carter and McRae Collie and Slater Lazar Widdowson style authentic 115 X 2 wise
10. Rowling 2 CNS 2 48 C Nuttall 1982 Nuttall 5 Type 1 Questions of literal comprehension Type 2 Questions involving reorganization or reinterpretation Type 3 Questions of inference Type 4 Questions of evaluation Type 5 Questions of personal response Nuttall 132 33 5
11. 2 1 New Stage Part 1 Lesson 25 Platform 9 Harry Potter YY ADF 1 Harry Potter amp The Philosopher s Stone Harry 9 After You Read After You Read A B AJ 1 Harry Potter is the title of a book series 2 Harry receives a letter of invitation 3 Hogwarts is the school 4 Platform 9 is the platform A Dictionary of Literary Terms UK Longman 1992 Fantasy literature deals with imaginary worlds of fairies dwarves giants and other non realistic phenomena A fantasy world may be an entirely consistent parallel with the ordinary world as i
12. LYLE fat stout plump 3 the last and youngest of her sons Ron 3 Harry Ron 3 4 He was tall thin and gangling with freckles big hands and feet and a long nose Harry Potter gangling freckles 12 It looked very solid It
13. Harry very solid Harry Harry 52 5 6 7 8 13 19 Harry He started to walk towards it Harry walked more quickly leaning forward on his trolley he broke into a heavy run he closed his eyes ready for the crash 4
14. 2 2 AAE OR gt 1 1 plump plump fat 57 2 i S 8A X A 3 4 plump fat plump
15. New Stage Part 1 Lesson 25 Platform 9 4 Planet Blue Reading Navigator 5 Lesson 17 An Interview with J K 1 Rowling 10 9 1 3 3 1
16. 1 2 3 5 After You Read As You Read 2 1 After You Read 2 3 1 2 1 47 1 Rowling
17. gt 1 4 2 3 1 2 3 2 2 Harry Potter 4 1 Harry Potter Harry Potter ARF EME Ze BLO Ee C Flesch Reading Ease Formula 88 70
18. 4 L 5 FOR 20 It didn t come It the crash 25 He had done it it 6 7 it D it Harry Potter K Rowling
19. Nuttall Type 1 Type 2 he Type 1 Type 2 A Nuttall Type 3 Type 3 B DEV Nuttall Type 4 Type 5 Type
20. 1 Harry Potter and the Philosopher s Stone Platform 934 6 The Journey from Platform Nine and Three Quarters Excuse me Harry said to the plump woman 1 Hullo dear she said First time at Hogwarts Ron s new too She pointed at the last and youngest of her sons He was tall thin Flesch Reading Ease Formula lt http www addedbytes com code readability score gt 90 100 Very Easy 80 89 Easy 70 79 Fairly Easy 60 69 Standard 50 59 Fairly Difficult 30 49 Difficult 0 29 Very Confusing 52 blk Harry Potter and the Philosopher s Stone London Bloomsbury 2000 50 and gangling with freckles big hands and feet and a long nose Yes said Harry The thing is the thing is I don t know how to How to get on to the platform she said kindly and Harry nodded Not to worry she said All you have to do is walk straight at the barrier between platforms nine and ten Don t stop and don t be scared you ll crash i
21. 4 Type 5 CC Nuttall 5 3 A C 49 A C 3
22. altogether The two lessons examined are from two different textbooks both of which were authorised in 2003 One is in New Stage published by Ikeda shoten and its text summarising Chapter 6 of Harry Potter and the Philosopher s Stone describes how Harry leaves for Hogwarts from Platform Nine and Three Quarters King s Cross Station The other lesson is in Planet Blue published by Obunsha and its text consists of the writer s answers to two questions When did the idea of Harry Potter first enter your head Can you describe the process of creating the stories In both lessons the texts are followed by some questions for students to answer The questions can be classified into just two types 1 questions requiring literal comprehension of the texts 2 questions requiring general impression of the texts Based on the above examination I would like to make two suggestions 1 it is important to read literature itself as well as to know about stories or biographical episodes 2 questions following the texts should be more varied requiring students to read between the lines or to be more involved with the texts To exemplify these suggestions I have chosen a passage from the original of Harry Potter and the Philosopher s Stone and added to it some questions which I assume will lead students to literary reading of the text beyond its literal reading Hiroshima University 58
23. el In the past literary works accounted for a large part of Japan s secondary school textbooks See Ozasa Toshiaki and Haruo Erikawa eds The Historical Study of the English Language Textbooks Tokyo Jiyusha 2004 In recent years however literature has been driven into the periphery This is mainly because the emphasis in Japan s English language education has been shifted towards the utterances of daily communication The Course of Study prescribing that communicative activities should be conducted in concrete language use situations it is no wonder that literature is rarely used in the classroom Despite the recent unpopularity of literature as a teaching material there are some not many cases in which literary works are used in the textbooks authorised by MEXT Among the lessons related to literature I have chosen two on Harry Potter and examined them in terms of both texts and questions attached to them Whether Harry Potter can be regarded as literature might be controversial At least it is a fantasy which can be categorised as a literary form Bearing Japanese secondary school students as target learners in mind I have decided to consider Harry Potter literature If we exclude Harry 57 Potter popular especially among young Japanese people literature might vanish from textbooks
24. istine Teaching Reading Skills in a Foreign Language London Heinemann Educational Books 1982 Widdowson Henry G The use of literature On TESOL 81 Ed Mary Hines and William Rutherford WA TESOL 1982 Samuel Richardson Clarissa Harlowe 1748 49 4 2001 1 17 2004 10 2004 6 14 AIG HE Communicative Language Teaching 58 1 200747 151 163 55 INew Stage English Reading 2004 52 2 2003 115 119
25. n the fairy tale trilogy The Lord of the Rings 1954 5 by J R R Tolkien which makes use of many Nordic myths or it may have a dream like illogicality and episodic structure as in Lewis Carroll s Alice s Adventures in Wonderland 1865 Harry Potter 46 BJ a when he becomes eleven years old b which is written for children c where Harry should get on the special express d where magical children get together by invitation 2 2 Planet Blue Reading Navigator Lesson 17 An Interview with J K Rowling When did the idea for Harry Potter first enter your head amp Can you describe the process of creating the stories Rowling As You Read
26. nto it that s very important Best do it at a bit of a run if you re nervous Go on go now before Ron Er OK said Harry He pushed his trolley round and stared at the barrier It looked very solid He started to walk towards it People jostled him on their way to platforms nine and ten Harry walked more quickly He was going to smash right into that ticket box and then hed be in trouble leaning forward on his trolley he broke into a heavy run the barrier was coming nearer and nearer he wouldn t be able to stop the trolley was out of control he was a foot away he closed his eyes ready for the crash It didn t come he kept on running he opened his eyes A scarlet steam engine was waiting next to a platform packed with people A sign overhead said Hogwarts Express 11 o clock Harry looked behind him and saw a wrought iron archway where the ticket box had been with the words Platform Nine and Three Quarters on it He had done it 104 5 4 2 Harry Potter 5 10 15 20 25 1 Harry Harry Potter
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