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1 p p. 6 49

2 p p p pp An Integrated Approach to Intermediate Japanese p

3 p Intensive Japanese An Integrated Approach to Intermediate Japanese

4 A

5 I think it s necessary to understand the main message and the goal of the readings. More critical thinking, maybe asking us our opinion of the reading, during the classtime. Explanation of culture and context Explanation of context and culture A B C D E F 53

6 12 A F A To be able to quickly scan & find information B Being interested in the topic. C Cultural explanation. For example, in class we talked about the Japanese sports system and that helped us remember the Dragons yomimono. D H E Discussing the cultural and/or historical content of the reading and its practical application F Talking about it in the class. Getting examples from the teacher about the context. C D A C D E F C D 7 B 54

7 A B C D E F A B D E F A E J

8 AE B D F A E 36 B 48 D F J 56

9 AE AE B B AE B D F AE B F D F A D E F

10 A D E F A A B B D 2 D A 1854 D E

11 F A D F E D E F F 3 A B D E F C D H H 1 7 H 59

12 R X Y 41 Z 3 2 F p. 21 p

13 p. 63 p Akira Miura and Naomi Hanaoka McGloin (2008) An Integrated Approach to Intermediate Japanese Revised Edition, The Japan Times 2010 Intensive Japanese

14 12 62

15 63

16 12 Does Peer Reading Improve Learners Reading Skills? Tomoko KOMADA Abstract Peer reading is reported to be an effective classroom activity for second language learning. Some studies have reported that this activity helps learners learn not only words and grammar but also the background behind reading matter and reading strategies. This study investigates whether learners acquire better reading skills through peer reading. Learners comments were examined before and after two peer reading sessions in an intermediate Japanese reading course, investigating what was necessary for learners to understand the reading material. In comments made after the sessions, 6 learners out of 44 described matters involving top-down processing as necessary or helpful in reading. An examination of what was discussed in peer reading sessions through notes the learners made during the sessions found that none of the six learners mentioned above talked about matters involving top-down processing. It can be said that six learners became aware of top-down processing in reading, but a relation to peer reading was not found in this study. Keywords: peer reading, bottom-up processing, top-down processing, intermediate learner 64

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