読みの意識化を目指した授業実践─ 読解の母語翻訳を検討する協働活動を通じて ─
Classroom Practice Aimed at Fostering Reading Awareness: Collaborative Activities through Native-Language Translation in Reading Comprehension
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本稿は、日本語読解において学習者が自らの読みの誤りに気づき、正確で客観的に読む力を養うことを目的に、学習者が母語に翻訳した内容を協働で検討・修正する授業実践を行ったものである。受講後アンケートを行った結果から、多くの学習者が読解力の向上、とくに漢字・語彙知識や正確に読む力の伸びを実感していた。また、協働で誤りに気づき修正できたこと、レベル差を補い合えたことなど、他者との学び合いが理解を深めたとの肯定的意見も多かった。一方で、高レベル学習者には翻訳活動の意義が感じにくいという課題も見られた。協働で行った翻訳修正の内容は、①語や表現の意味理解、②文構造の理解、③文脈との関連づけ、④背景知識との関連づけの四つに大別され、さらに下位分類を設け詳細に分析を行った。最も多く修正を行ったのは、語や表現の意味理解に関するもので、さまざまな語の意味判断や形態の取り違えが見られたが、多くは学習者同士の話し合いで解決可能であった。また、文構造や文脈との関連づけに関する誤りは、協働により可視化され、教師が学習者の理解不足を把握し授業改善につなげることが可能であった。背景知識との関連づけに関する誤りはごく少数であったが、異文化知識が不足する場合は協働だけでは修正が困難であることが示唆された。以上より、読解授業において母語での解釈を協働的に検討する活動は、初中級学習者の読解力向上に一定の効果をもつものの、文脈理解や背景知識の補完などの指導上の課題や、協働による学習効果を授業に参加するすべての学習者が感じられる授業の模索といった課題も明らかになった。
Abstract
This paper reports on a classroom practice designed to help learners recognize reading errors and develop accurate, objective reading skills in Japanese. Learners first translated passages into their native languages, after which the class collaboratively reviewed and revised the translations. Post-course questionnaires indicated that many learners felt their reading ability had improved, particularly in kanji and vocabulary knowledge as well as in overall reading precision. Students also noted that collaborative work helped them identify and correct mistakes, compensate for differences in proficiency, and deepen understanding through peer learning. However, some higher-level learners reported finding limited value in the translation activity, highlighting an instructional challenge for future practice. Revisions were categorized into four main types: (1) understanding word and expression meanings, (2) sentence structure, (3) context, and (4) background knowledge, with additional subcategories used for detailed analysis. Most revisions involved lexical issues, including misinterpretations and form-based confusions, many of which were resolved through discussion. Mimetic expressions frequently required teacher explanation. Errors related to sentence structure and context became more visible through collaborative review, enabling instructors to better identify learners’ weaknesses and refine instruction. Background knowledge errors were relatively rare, though gaps in intercultural knowledge were often difficult to resolve collaboratively. Overall, collaborative examination of native-language translations effectively enhanced reading skills among lower- to intermediate-level learners. Remaining challenges include supporting learners’ understanding of context, supplementing background knowledge, and designing lessons in which participants at all proficiency levels can benefit equitably from collaborative learning activities.