@article{oai:niigata-u.repo.nii.ac.jp:00033636,
 author = {今井, 理恵},
 journal = {現代社会文化研究, THE JOURNAL OF THE STUDY OF MODERN SOCIETY AND CULTURE},
 month = {Feb},
 note = {This paper argues that comprehension questions and tasks in Japanese high school English textbooks could be better designed to promote the genre based instruction in reading classes. From among the MEXT approved Communication English I textbooks the author randomly chose three and examined the questions and tasks of the before during and after reading sections in all the units/lessons of these books. The examination was conducted in terms of the appropriateness of the genre each unit/lesson belongs to. There were three different genres identified: the story the information and the argument. It has been found tha t of all the 54 questions and tasks subjected to the analysis only nine could be considered as appropriate which accounts for less than 20%. It is concluded that the genre awareness in these textbooks is not readily recognizable and that this suggests mu ch room for improvement with the current comprehension questions and tasks found in the school textbooks.},
 pages = {51--68},
 title = {高校英語におけるジャンル準拠リーディング指導 : 「教科書テクスト」における読みのための発問課題調査},
 volume = {70},
 year = {2020}
}