「誤読」しにくい初年次教育読解教材の選定―志賀直哉の比喩表現分析から

要旨

In first-year university education, the primary goal is to develop foundational academic writing skills essential for composing reports and theses. Consequently, selecting reading materials that facilitate accurate summarisation and argument development based on main points is crucial. Often, there is an assumption that students can adequately interpret essays and novels in Japanese, leading to the choice of materials that promote opinion formation. However, a significant issue arises from the frequent "misreading" of these materials. Approximately half of Japanese speakers（Arai 2018, 2019） tend to perceive texts as clusters of keywords rather than coherent sequences of sentences. This approach disregards function words and fails to grasp the meaning of sentences, resulting in individual interpretations based on keyword associations. Figurative expressions frequently exacerbate such "misreading," as metaphors often involve topics and vehicles that are independent words from different semantic fields, leading to unexpected associations. This paper analyses the figurative expressions used by Naoya Shiga, which are less prone to "misreading." It compares these expressions with those found in novels currently used in first-year education, focusing on their occurrence tendencies and types. The study demonstrates that texts without metaphors prone to "misreading" facilitate more accurate comprehension. This research aims to assist in selecting suitable text materials for first-year education.

主題