@article{oai:niigata-u.repo.nii.ac.jp:00034230,
 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 = {Genre-based Reading Instruction (GBRI) is a method of teaching reading that aims to develop an independent reader who is aware of the purpose of a text and can change his or her way of reading according to the purpose and situation. In order to find out whether the reading instruction using an active awareness of genres and text types could be provided in high school English classes, this study investigated the texts included in the main lessons and appendixes, as well as the introductory sentences to those texts, of the textbooks of “Communication English I.” As a result of examining the types and frequencies of the genres and text types of texts in the textbooks, it was found out that the genres were almost limited to the narrative explanation genre of the explanation genre family, while the text types were not shown explicitly enough. Besides, the survey of the introductory sentences revealed that genres and text types were not sufficiently indicated in them. These results suggest that MEXT-approved high school English textbooks should include texts of a wider variety of genres and indicate text types more clearly so that students will not narrow their learning of reading and make it easier for teachers to conduct GBRI.},
 pages = {11--28},
 title = {高校英語の授業におけるジャンル準拠リーディング指導の可能性 : 教科書に所収されたテクストのジャンルとテクストタイプの調査を通して},
 volume = {72},
 year = {2021}
}