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第十二回フランス日本語教育シンポジウム 2011年フランス・ボルドー
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12ème Symposium sur l’enseignement du japonais en France, Bordeaux France, 2011

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第十二回フランス日本語教育シンポジウム 2011年フランス・ボルドー
12ème Symposium sur l’enseignement du japonais en France, Bordeaux France, 2011

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1 http://www.nihongo)yomu.jp/index.html
2 http://www.suite101.com/coment/importance-of-good-writing-and-reading-skills
3
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Kondrat, Alla, Importance of Good Writing, http://www.suite101.com/reference/good_writing
Sim Monica Ariana, Some Thoughts on Writing Skills,
http://anale.steconomiceuoradea.ro/volume/2010/n1/019.pdf

第十二回フランス日本語教育シンポジウム 2011年フランス・ボルドー
12ème Symposium sur l’enseignement du japonais en France, Bordeaux France, 2011

A Report on the Use of Tadoku (extensive reading) in the JapaneseClassroom
Yuko Suzuki
Higher Center for Modern Languages, Complutense University of Madrid
Keywords: Tadoku (extensive reading), enjoy, writing skills as an output
Many students had told me that they had been studying Japanese for several years and had neverread a book in Japanese. There were reading activities in almost every class, but this had not helped
the students to enjoy reading. In fact, CEFR states "reading for pleasure" as one of the visual
reception (reading) activities. However, it was not easy to provide such an opportunity to thestudents. It was then that I came across the Japanese Tadoku method on the Internet. When I read thefour Tadoku Principles (1. read from a low level, 2. read without using a dictionary, 3. skip difficult
parts, 4. start another book if you get stuck), I became interested to see how this was actually
implemented. I visited one of Japanese Tadoku Study Group's seminars and heard the reports on
actual tadoku lessons in English and Japanese. I started tadoku in my classes two years ago.
Currently, my colleague and I are carrying out tadoku sessions in four levels: A1- 1, A2-1, B1-1, andB1-2.
In this report, I will present how tadoku is implemented. In particular, I will show how it is done in
the limited amount of time and what positive effects it has. In Japan, more than an hour is spent on
tadoku, but in the 80-hours' annual course at Complutense University, the maximum time that wecan dedicate is 20 minutes. Despite the short time, our students have come across different kinds ofJapanese literature (folk tales from Japan as well as the world and other literary works) and havebeen immersed in the reading. Male students have given way to tears upon reading "The Story ofHachi", which is a story based on the loyal dog Hachi-ko. For them, reading books in Japanese haschanged from an obligation to something fun.
The students started from easy stories and wrote their impression in a few words after finishing eachstory. After repeating this simple activity for one year, there were positive effects both in the input
and the output. As expected, the students improved in their reading skills and became more capableof comprehensive reading. It was also observed that in their writing skills, they were able to write
more natural sentences. Up till then, many of their sentences were hard to understand because thestudents would try to construct complicated embedded constructions that were direct translations
from Spanish. After a year of tadoku, they seemed to have learned the rhythm of short sentences andto express their ideas in clear and simple sentences. They became less reluctant to write and in one
case, they requested to write their own book in the same style and this became a class-project.
Furthermore, in the questionnaire carried out after the course, most students answered positively,commenting that they had felt Japanese in their heart for the first time, or that they never thoughtthat understanding would be so much fun. Future questions include ways to encourage students
who have finished the fourth level of the Nihongo Tadoku Library Nihongo Yomuyomu Bunko andestablishing the criteria for selecting books for tadoku. These two points are the most urgent
questions in continuing Japanese tadoku overseas.

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