{"created":"2023-07-27T07:48:25.084220+00:00","id":23146,"links":{},"metadata":{"_buckets":{"deposit":"3cdb880d-aa6d-4aa4-bf24-7265ed2a9ffc"},"_deposit":{"created_by":20,"id":"23146","owners":[20],"pid":{"revision_id":0,"type":"depid","value":"23146"},"status":"published"},"_oai":{"id":"oai:doshisha.repo.nii.ac.jp:00023146","sets":["4251:8393:8394:8486:8487","8:3869:3965:3966"]},"author_link":["11739"],"item_1693811493084":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_1694490770713":{"attribute_name":"権利者情報","attribute_value_mlt":[{"rightHolderNames":[{"rightHolderLanguage":"ja","rightHolderName":"同志社大学留学生別科"},{"rightHolderLanguage":"en","rightHolderName":"Center for Japanese Language, Doshisha 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University","bibliographic_titleLang":"en"}]}]},"item_1_description_12":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"「読解」と一口に言っても,文章を読み味わうことを,そもそもの目的とした授業もあれば,資料として何らかの文章を読むことにより,文化や時事問題を理解し,それについて論じたり,各人の主張を展開させたりすることに主眼が置かれている授業もある。ところが,授業形態や,その授業を通して身につけさせようとする能力は異なっても,総じて,その文章に書かれている事柄,すなわち<情報>を,いかに速く,正確に捉えることができるかが,読解の中心となってきたといえるのではないだろうか。筆者は,同志社大学留学生別科(以下,同大別科と称する)の上級クラスの「読解1」の授業において,<情報>そのものよりも,情報の<伝え方>を重視する読解の方法を試みた。具体的には,(1)同じ事柄を複数の新聞社がどのように報じているかを比較する,(2)同じ事柄について,「事件としての報道」,「社説」,『天声人語』等の「コラム」でどのように書き分けられているかを比較する,という作業を学生に行わせた。こうした作業を通じ,学習者が内容の理解を深めることができたのもさることながら,日本語を再認識し,日本語によって書かれた物の中に新しい興味を発見するきっかけとなり得たことが大きな成果と考えられる。授業において特に力を入れたのは,その文章に用いられている表現の持つ意味,必然性を把握させることである。それによって文章を読む際,どこに着目すべきかが明確になり,初級から,上級に至るまで,数々の文法事項や語彙を学習してきたことの意味づけともなった。このことが,結果的には,日本語学習に対する新たな動機付けともなったと考えている。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1_description_13":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"実践報告(Practice 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