Acts of Reading: Exploring Connections in Pedagogy of Japanese

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University of Hawaiž Press, 2003 - Foreign Language Study - 326 pages
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Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first- and second-year Japanese can often find nothing comparable. Why aren't your students reading literature? they are asked. Why not Soseki? Or Murakami? What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more

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Contents

Introduction
1
Learning to Read as a Native Speaker
9
Reading as a Social Activity
24
Copyright

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About the author (2003)

Eleanor Harz Jorden is the Mary Donlon Alger Professor of Linguistics, Emerita, Cornell University. Mari Noda is associate professor of Japanese, Department of East Asian Languages and Literatures, The Ohio State Universi

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