Acts of Reading: Exploring Connections in Pedagogy of Japanese
University of Hawaii Press, 2003 - Foreign Language Study - 326 pages
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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acquisition areas attention authentic automaticity bottom-up CALI programs chapter classroom cognitive complex component context culture decoding dents dictionaries discussion English evaluation example foreign language function furigana genre goals grammar grapheme guage hiragana Horodeck interaction Japa Japan Japanese language Japanese texts Japanese writing system joyo kanji kana words kanji katakana knowledge kokugo kyoiku kanji L2 readers L2 reading language games large number learners of Japanese learning to read lexical linguistic listening and speaking meaning Nara native speakers nese nonnative okurigana orthography pedagogical materials phonological Posner practice preprocessor presented proficiency questions reading activities reading and writing reading class reading comprehension reading in Japanese reading Japanese reading research reading strategies representation requires romaji script semantic Sendai Station Senseki Line sentence specific story structure symbols target language task teachers teaching tion top-down visual vocabulary word recognition writing system written language
Page v - But this is— montage! Yes. It is exactly what we do in the cinema, combining shots that are depictive, single in meaning, neutral in content, into intellectual contexts and series.
Page v - He wrote a famous essay in 1929 in which he gushed about /<//;,</ as follows: [The combination] of two hieroglyphs of the simplest series is to be regarded not as their sum, but as their product, ie, as a value of another dimension, another degree; each, separately, corresponds to an object, to a fact, but their combination corresponds to a concept. From separate hieroglyphs has been fused — the ideogram. By the combination of two "depictables" is achieved the representation of something that is...
Page v - The copulation (perhaps we had better say, the combination) of two hieroglyphs of the simplest series is to be regarded not as their sum, but as their product, ie as a value...
Page v - ... each, separately, corresponds to an object, to a fact, but their combination corresponds to a concept. From separate hieroglyphs has been fused— the ideogram. By the combination of two 'depictables' is achieved the representation of something that is graphically undepictable" ("Film Form,