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ギリス フルタカ アマンダジヨアン
GILLIS FURUTAKA AMANDA J
ギリス フルタカ アマンダ ジョアン 所属 京都産業大学 外国語学部 英語学科 職種 教授 |
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| 言語種別 | 英語 |
| 発行・発表の年月 | 2015/06 |
| 形態種別 | 論文(その他) |
| 査読 | 査読あり |
| 標題 | Graded reader readability: some overlooked aspects |
| 執筆形態 | 単著 |
| 掲載誌名 | Journal of Extensive Reading |
| 掲載区分 | 国内 |
| 出版社・発行元 | JALT Extensive Reading SIG |
| 巻・号・頁 | 3(1),pp.1-19 |
| 総ページ数 | 19 |
| 著者・共著者 | Amanda Gillis-Furutaka |
| 原著者 | Amanda Gillis-Furutaka |
| 概要 | Most extensive reading programs rely on graded readers as the main source of reading material, especially for learners at lower proficiency levels. There is con-siderable variation among publishers with regard to the way graded readers are categorized into levels of difficulty. The most common means of categorization is the number of headwords. This paper reports on some initial findings of a 3-year study of Japanese learners of English as a foreign language. Interviews and think aloud protocols carried out with junior and senior high school and university students (N = 83) show that additional factors need to be taken into consideration when assessing the level of difficulty of graded readers. The findings suggest that authors and editors need to pay closer attention to the likely age range of the target readers, cultural issues, use of idiomatic and figurative language, liter-ary devices, illustrations, and plot structure when determining the readability of graded readers. |