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|Other Titles: ||Reading English Picture Books with an Application of Non-verbal Communication at Japanese Public Elementary Schools|
|Authors: ||松本, 由美|
|Issue Date: ||2018-03-01|
|Description: || Ministry of Education, Culture, Sports, Science, and Technology Japan (MEXT) has promoted reading English picture books to children in English classes at public elementary schools with its public announcement, in which reading with some non-verbal action such as facial expressions, a tone of voice, and some physical gestures. This strategy will efficiently increase audiovisual input. However, it might not promote understanding the meaning of the text because it does not consider the theory of second language acquisition; input- interaction theory by Long (1996).
In this paper, I will propose the specific strategy of reading English picture books with children which is consistent with the Input-Interaction Hypothesis by Long (1996). Participation to the reading will activate multiple senses of the children, which promote understanding the text empirically. This strategy also encourage the children to engage deeply with picture books leading to “critical thinking and meaningful learning.” (Arizpe and Styles, 2016)|
|Appears in Collections:||第23号|
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