ひつじ書房　Integrated Skills Development Integrated Skills Development　Comprehending and Producing Texts in a Foreign Language　中森誉之（Takayuki Nakamori）著
2023年10月刊行

Integrated Skills Development

Comprehending and Producing Texts in a Foreign Language

中森誉之（Takayuki Nakamori）著

菊判上製　定価11000円＋税

ISBN978-4-8234-1205-9

白井敬尚形成事務所（ブックデザイン）

ひつじ書房



【内容】
The aim of this book is to investigate the mechanisms of text comprehension and production in order to promote and improve integrated skills in a foreign language. The relationships between comprehending and producing text-level language, paying attention to auditory and visual processing, are focused on in detail. Research on multimodal processing has developed rapidly from brain and cognitive scientific perspectives, and digital tools are becoming common in our daily lives. This book discusses how foreign language learners perceive input and produce output beyond word, phrase, and sentence levels.
本書の目的は、英語教育の新理論を提案することにある。統合型の外国語教育を効果的かつ効率的に展開していくに当たり、その理論的基盤となる、文章の理解と作成のメカニズムを解明する。現在、マルチモーダルとしての電子機器使用が一般化している。多感覚器処理に関する認知科学の研究成果に基づき、聴覚・視覚情報処理及び思考過程に焦点を当てながら、単語、句、文を超えた、文章レベルの理解と創作の関係性を探究していく。

【目次】
Preface
List of Figures and Tables


PART I　Comprehension of a passage
Overview

chapter 1　Definition of comprehension
Introduction
1.1.　What is comprehension?
1.1.1.　Sentence and text level comprehension
1.1.2.　Making sense of text
1.2.　Cognitive abilities required in comprehension
1.2.1.　Microstructure
1.2.2.　Macrostructure
1.2.3.　Mental representation
1.3.　Coherence
1.4.　Inference
1.5.　Text types
1.5.1.　Information reports
1.5.2.　Procedural texts
1.5.3.　Explanations
1.5.4.　Recounts
1.5.5.　Transactional texts
1.5.6.　Persuasive texts
1.6.　Successful comprehension
1.7.　Comprehension in a foreign language

chapter 2　General processing in comprehension
Introduction
2.1.　Decoding
2.2.　Analysing/parsing
2.3.　Construction and integration
2.3.1.　Microstructure formation
2.3.2.　Macrostructure formation
2.4.　Bottom-up and top-down
2.4.1.　Bottom-up processing
2.4.2.　Top-down processing
2.5.　Conceptual knowledge
2.6.　Good comprehender behaviours and skills development
2.7.　Understanding multimodal texts
2.8.　Multiple text comprehension
2.9.　L2 to L1 (backward/direct) translation system

chapter 3　Auditory input and comprehension
Introduction
3.1.　Sound perception
3.2.　Word recognition and syntactic processing
3.3.　Comprehension
3.4.　Closed captioning
3.5.　Assessment-based instructions
3.5.1.　Cognitive aspects
3.5.2.　Task issues
3.5.3.　Skills development

chapter 4　Orthographic input and comprehension
Introduction
4.1.　Theoretical models of reading
4.2.　Components of reading
4.2.1.　Letter recognition
4.2.2.　Grapheme-phoneme correspondence rules
4.2.3.　Word recognition
4.2.4.　Semantic, syntactic, and prosodic knowledge
4.2.5.　Comprehension and interpretation
4.2.6.　Deep reading
4.3.　Effective reading onscreen
4.3.1.　Attention, empathy, and reading
4.3.2.　Shallow reading strategy onscreen
4.4.　Assessment-based instructions
4.4.1.　Cognitive aspects
4.4.2.　Task issues
4.4.3.　Skills development


PART II　Production of a passage
Overview

chapter 5 Definition of production
Introduction
5.1.　What is language production?
5.2.　Production proficiency
5.3.　Comprehension and production
5.3.1.　Developmental sequence
5.3.2.　Comprehending speakers and producing listeners
5.3.3.　Assessing comprehension through production

chapter 6　General processing in production
Introduction
6.1.　Conceptualisation
6.2.　Formulation
6.3.　Execution and encoding
6.4.　Monitoring
6.5.　Online interactions: Chatting and texting
6.6.　L1 to L2 (forward/inverse) translation system
6.7.　Translanguaging
6.7.1.　Possibility of translanguaging
6.7.2.　Place of L1 in the L2 classroom

chapter 7　Auditory output and production
Introduction
7.1.　Communicative interactions
7.1.1.　Dialogue
7.1.2.　Successful communication
7.2.　Narratives
7.2.1.　Imaginative or fictional narratives
7.2.2.　Informative narratives
7.2.3.　Narrative types and construction
7.3.　Pronunciation
7.4.　Differing speech types
7.4.1.　Presentation
7.4.2.　Discussion
7.4.3.　Expression
7.5.　Assessment-based instructions
7.5.1.　Cognitive aspects
7.5.2.　Task issues
7.5.3.　Skills development

chapter 8　 Orthographic output and production
Introduction
8.1.　Writing processes
8.1.1.　Plan, organise, generate, and revise
8.1.2.　Executive functions and self-regulation
8.2.　Skills for writing
8.2.1.　Composing skills and strategies
8.2.2.　Good writing
8.3.　Reading and writing relationships
8.4.　Assessment-based instructions
8.4.1.　Cognitive aspects
8.4.2.　Task issues
8.4.3.　Skills development


PART III　Integrating comprehension and production
Overview

chapter 9　The place of sounds and letters in text processing
Introduction
9.1.　Language development and education
9.1.1.　Primary school years (ages 6 – 9)
9.1.2.　Middle childhood (ages 9 – 13)
9.1.3.　Adolescence (ages 13 – 18)
9.1.4.　From decoding to comprehension and production
9.2.　Working memory, frequency, and automaticity
9.3.　Lexical representations
9.4.　Parsing strategies
9.5.　Fluency
9.5.1.　Fluent comprehension
9.5.2.　Fluent production

chapter 10　Multimodal literacy and technology-enhanced language learning
Introduction
10.1.　What is multimodality?
10.2.　Principles for multimodal learning
10.3.　New communication and affordances: Insights from cyberpsychology
10.3.1.　Computer-mediated communication
10.3.2.　Internet
10.3.3.　Affordances of paper and computers
10.4.　Audition and vision
10.5.　Technology and learning
10.5.1.　General perspectives
10.5.2.　Technology and language learning
10.6.　Multimodal teaching materials

chapter 11　Integrated skills
Introduction
11.1.　Comprehension instruction
11.1.1.　Components of comprehension
11.1.2.　Comprehension strategies
11.2.　Multisensory language education
11.3.　Transformative learning
11.4.　Key areas to consider in integrated language skills
11.4.1.　Overview of integrated skills
11.4.2.　Skill building
11.5.　Discussion and argumentation
11.5.1.　Discussion
11.5.2.　Argumentation

chapter 12　Toward deeper learning
Introduction
12.1.　What learners need to master
12.2.　How learners attain proficiency
12.3.　Representative tasks
12.4.　Guidelines for preparing integrated tasks
12.4.1.　Receptive skills
12.4.2.　Productive skills
12.5.　Possibility of retelling and summary writing
12.5.1.　Retellings
12.5.2.　Summary writing
12.6.　Scaffolding and feedback

Concluding remarks
Bibliography
Index

著者紹介
中森誉之（なかもり　たかゆき）
Takayuki Nakamori is an associate professor of applied linguistics at the Graduate School of Human and Environmental Studies at Kyoto University. He was awarded a B.Ed. in English Language Teaching from Yokohama National University, an M.A. in Linguistics from University College London, and a Ph.D. in Education from Tokyo Gakugei University.

Chunking and Instruction: The Place of Sounds, Lexis, and Grammar in English Language Teaching. Hituzi Syobo Publishing. (2009)
Foreign Language Learning without Vision: Sound Perception, Speech Production, and Braille. Hituzi Syobo Publishing. (2016)

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