what kinds of q uestions do encourage students to response ...sookmyung kindergarten as a tesol...

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What kinds of questions do encourage students to response?

From a kindergarten picture book read aloud lesson

*This is a simplified version. Complete version will be published in Autumn 2017.

Hidefumi Arimoto

Japan Book Club Association

[email protected]

Abstract

Purpose of this paper is to find out what kinds of questions encourage students to

response actively. First, I transcribed 13 minutes read aloud lesson for Korean, English

as a second language lesson, by a young male English speaking teacher. Second, I

classified his questions to eight types. I also classified students’ responses by their

strength. Third, I analyzed the relationship between question types and strength of

students’ responses. Finally, I found out what kinds of strategies the teacher used to

encourage effective responses.

Introduction

I happened to find an excellent read aloud session of a kindergarten classroom. It was a

kindergarten in Korea and students were learning English as a second language. It was

interesting because the teacher energize students by joking, exaggerated read aloud

and effective non verbal communications with students. I just wanted to find out the

secrets of his talents and I would like to introduce Japanese teachers about his

techniques.

Purpose

Purpose of this paper is to find out teaching strategies which is effective for students

and I also would like to find out what kind of questions are not effective for students’

active responses.

Theoretical background

This kind of teaching is called Read Aloud which is a part of Book Club reading

education method. I analyze the transcript of read aloud through relationship between

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teachers ‘questions and students’ responses. Then I analyzed the teacher and students

interaction by conversation analysis. Theoretical background is briefly as follows.

Reading aloud

This lesson is a kind of read aloud or book club. Book club is a teaching method which

was developed in U.S.A. Although there are many variations, basic definition is as

follows.

Teaching language by reading books instead of school text books. It emphasizes writing

and discussion. (Raphael, 1997, 2002, 2004)

In American Book Club, this is called dialogical read aloud which means asking

questions while reading. (Raphael, 1997, 2002, 2004)

Book Club is based on collaborative learning or situated learning which emphasizes

natural collaborative discussion by students’ own initiative. (Vygotsky 1978, Lave, J., &

Wenger, E., 1990)

Question and response

Study about “Question and response” is highly developed in the Book Club. (Raphael

2001, 2005) Question is used to encourage students to understand,

critically/creatively/personally respond to the book. (Raphael, 1997, 2002, 2004)

Conversation analysis

Conversation analysis (CA) is an approach to the study of social interaction in

situations of everyday life. It was based on Harold Garfunkel’s (1967) ethnomethodology

and Erving Goffman’s (1983) conception of the interaction order. CA was developed in

the late 1960s and early 1970s, principally by Harvey Sacks, Emanuel Schegloff and

Gail Jefferson.

Method

1. I made a transcript for the thirteen minutes lesson.

2. I classified teacher’s every questions to eight categories then I evaluate students’

responses to four levels by their intensities.

3. I analyzed relationship between question types and response levels and I tried to

analyze the relationship between question type and response levels.

4. As causal relationships between question types and response levels are hard to

understand, I analyzed the relationships by using typical conversation between the

teacher and students, using conversation analysis.

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Background of the teaching

I happened to find this teaching video by YouTube.

Steve in his 30’s reads the Little Red Hen by Paul Galdone to 4-5 year old Korean

children at the Sookmyung Kindergarten as a TESOL (Teaching English to Speakers of

Other Languages) classroom. Sookmyung Kindergarten nursery school is an affiliated

institution of Sookmyung Women’s University, which is located in Seoul, Korea.

Sookmyung is the only Royal University in Korea established in 1906. It is also well

known as one of the global universities in Korea. The university evaluates the

importance of recognizing cultural difference to become global leaders and to share each

other’s cultural and educational programs with global partners.

Question types

KN=knowledge; ask about knowledge, e.g. meaning of a word

RS=reason; ask about reason of response

IP=interpretation =ask about interpretation of a text including inference which is not

written

PR=prediction; ask about prediction what will happen next

PS=personal; ask about personal opinion about their lives

EL=evaluation; ask about their opinion or evaluation to the text

JK=joking; just joking

AT=attention; warning or ask attention to students

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Table 1 number and percentage of question types

number of

question

types

number percentage

knowledge 33 31%

interpretation 27 25%

personal 21 20%

prediction 12 12%

reason 6 6%

evaluation 4 4%

joking 2 2%

attention 1 1%

total 106 100%

Figure 1 number of question types

As table 1, major question types are knowledge, interpretation, personal and prediction.

88% of questions are these four types. Question about knowledge is highest and

interpretation and personal follows. The reason are knowledge is most important for

understanding the text, interpretation is secondly important for read between lines and

personal is important for students to understand the relationship between the text and

their personal lives. In short, these three are important for TESOL students, but it is

not always so for every students. Choosing question type is depends on the students’

types and purpose of the teaching. However knowledge and interpretation are always

important for every students to understand the text and personal is always important

for familiarize texts to students.

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Number and percentage of scores

Scores are decided as follows by observing frequency of students’ responses.

Score 3 =MANY-Children=more than four responses

Score 2=SEVERAL-Children=2 to 3 responses

Score 1=1 response

Score 0=no response or joking or attention

Table2 number of scores

number of scores

score number percent

one 37 35%

zero 36 34%

three 22 21%

two 11 10%

total 106 100%

Score one and zero is highest and score two is lowest. Score three is 21% of all questions.

It means that many students answer one in five questions. Students do not respond at

all in one third of questions. In my opinion this teaching is not so successful because

students did not answer at all in 36% of questions. However it was successful in a sense,

because many students answer 22% of questions.

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In each question types, scores are as follows.

Table 3

scores by question types

scores 3 2 1 0 total

attention 0 0 0 1 1

joking 2 0 0 0 2

evaluation 0 1 3 0 4

reason 4 0 2 0 6

prediction 0 1 3 8 12

personal 1 7 10 3 21

interpretation 7 1 9 10 27

knowledge 8 1 10 14 33

total 22 11 37 36 106

Question types and scores

Score3

To clarify the relationships between question types and scores, I will show the

percentage of scores in each question types, below.

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table 4 percentage of question types in score3

question type number %

knowledge 8 36%


reason 4 18%

joking 2 9%

personal 1 5%

total 22 100%

Knowledge and interpretation are higher than others because they were easy questions

for students. Personal question is lowest for them because it was not easy to respond for

them. We can not conclude that knowledge and interpretation is easier than personal

because difficulty depends on students’ knowledge and interest. We can just say that

“easy knowledge and interpretation question was easier for them in this lesson.”

In score3, knowledge, interpretation and reason are main question types. In other

words, many students respond to these question types.

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Score2

Table5 question type of score2


personal 7 64%

prediction 1 9%

knowledge 1 9%

interpretation 1 9%

evaluation 1 9%

total 11 100%

Personal question is seven responses or 64% of score2 responses. Other question is only

one response or 9%. It means that personal question is easy to answer for several

questions but it is not many students. I must say this result is limited to only this lesson.

I just can say personal question was not so difficult for several students in this lesson.

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Score1



knowledge 10 27%

personal 10 27%


evaluation 3 8%

prediction 3 8%

reason 2 5%

total 37 100%

Main questions for score1 are knowledge, personal and interpretation. It means these

types of questions are not so hard for some students but it was very hard for most

students.

10

Score 0



knowledge 14 39%


prediction 8 22%

personal 3 8%

attention 1 3%

total 36 100%

As above table shows, knowledge, interpretation and prediction is very hard to answer

for many students. Knowledge was difficult to answer when it was unfamiliar,

interpretation was difficult for students who can not read between lines and prediction

was difficult for students who can not understand the sequential organization of the

story.

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Background of the classroom

Steve reads the Little Red Hen by Paul Galdone to 4-5 year old Korean children at the

Sookmyung Kindergarten as a TESOL (Teaching English to Speakers of Other

Languages) classroom. Sookmyung Kindergarten nursery school is an affiliated

institution of Sookmyung Women’s University, which is located in Seoul, Korea.

Sookmyung is the only Royal University in Korea established in 1906. It is also one of

the global universities in Korea. The university evaluates the importance of recognizing

cultural differences to become global leaders and to share each other’s cultural and

educational programs with global partners.

Transcription rules

(….): inaudible words

(Korean): Korean words which I can not specify

Prolonged vowel ex. (Nyaaaaa): prolonged words

Capital letter; ex. (COVER): loud or stressed voice

Description; ex. (raise hand): Description of behavior

S: Steve, a male teacher

C: a child (I can not distinguish between boy and a girl)

B: a boy

G: a girl

SEVERAL-C: several children=two to three responses

MANY-C: many children=more than four responses

James: a student boy who is frequently scolded by S

No: no response

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Analysis of transcription

Question types

KN=knowledge; ask about knowledge, e.g. meaning of a word

RS=reason; ask about reason of response

IP=interpretation =ask about interpretation of a text including inference which is not

written

PR=prediction; ask about prediction what will happen next

PS=personal; ask about personal opinion about their lives

EL=evaluation; ask about their opinion or evaluation

JK=joking; Teacher’s joking

AT=attention; Teacher’s warning or ask attention to students

I will show you parts of transcription as follows. Purpose of it is to clarify follows.

1. What kind of question is effective to motivate responses?

2. What kind of question is not effective to motivate responses?

As they were shown in the Transcription rules, Number of responses is found in

“SEVERAL-C”, “MANY-C”.C, B and G means only one response. No description means

No Response. But effectiveness of teacher ’s questions is not clear enough by the number

of responses because it is decided by socially organized conversation between the

teacher and the students.

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0:00

1:S:Haai,

(Children raise their hands and yelling, some children smiling)

2: MANY-C:Heei

3: S: bring you the little red hen by Paul Galdoone (open the big book)

(S shows cover page)

4: what do you see on the COVER? <1.KN>

0:07

5: S: what is that what animal is that? <1-2 KN>

6: SEVERAL-C:hen han

Question in line 4 was difficult for students. Steve changed in line 5 and that succeeds.

It is a teaching skill which I call here “easy question”.

7: S: what sound is that hen make? <2 KN>

8:S:Kkkkk kkk kwa kwa kwa kwa kwa kwa

9: SEVERAL-C: kkkkk kk kkkk (almost all children; noisy)

10: S: What is the little red hen doing? <3 IP>

11: SEVERAL-C:kwa kwa kwa(they can not stop imitating hen’s voice)

Line7 was also an easy and interesting question. It motivates students to participate. I

call this “interesting question”.

12: Is she playing? <3-2 IP>

13: Is she playing or working? <3-3 IP>

0:31

14: B: working

15: S: what is she working? <4 IP>

(Children can not stop imitating hen’s sound)

16: Is she working in the kitchen? <5-1 IP>

17: Is she working in the garden? <5-2 IP>

18: Is she working on the grass? <5-3 IP>

19: James: Yah

20: S: that’s great James.

No one answered to a question in line 15 because it was not concrete. Then he changed

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to give example, kitchen, garden and grass, then, James answered correctly. I call this

giving “example question”.

<Question which succeeded>

REPFRASING: Teacher changes the question to easy one by using easy words for

students: line 5

INTERESTING: Teacher uses interesting questions for students. : line 7

EXAMPLE: Teacher gives examples for students to choose easily. : line 16-18

<Question which did not succeed>

ABSTRACT: Abstract question: line 10

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21: S: What’s that? <22 KN>

22: SEVERAL-C:Bone Bone

23:S:Booon Yaaaa

3:33

24: S: Do dogs like bones? <23 KN>

MANY-C: Yaaaa (not so strong

25: S: Do you like bones? <24 PS>

MANY-C: NOOOO (strong; a mother shakes her head)

26: C: yaaaa

27: S: Who want’s to chew a bone AMAMAMAMAMAM (gesturing chewing bone) <24-2

PS>

(James and another girl raise a hand

28: MANY-C: NOOOO NOOOOO

3:42

Several students identified bones in line 22 but it was not so strong, then teacher asked

the knowledge about dogs in 24, but the responses were also not so strong. But when

teacher answered a personal question in 25, it was very strong and many responded. In

line 27, teacher asked the personal question again in line 27, and many responded

strongly.

In this case, personal question was very effective because it was so close to their

experiences and it was also interesting.


PERSONAL: A question which is close to children’s personal experience: line 24, 25

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3:42

<Turn page>

29: S: What animal is thaat? <25 KN>

30: MANY-C: mouse mouse

31: S: chicken? <25-2 KN>

32: MANY-C: mouse

33: C: chicken

34: S: so the caat? <25-3 KN>

35: MANY-C: mouse

36: S: Is that a HOUSE? <25-4 KN>

37: MANY-C: NOOO

38: MANY-C: mouse mouse

39S: is that a grouse? (Joking) <25-5 JK>

40: MANY: NOOOO

3:52

(A girl points her mouth)

41: S: It’s a mouth? <25-6 JK>

42: MANY: Yaaaa

4:07

43: S: and the mouse likes cheese all day? <26 IP>

44: MANY-C: YAAAA (strong)

In this part, Steve asked easy questions and students answered very actively because

they were happy to answer correctly, in line 30, 32, 35, 37, 40, 42, 44. Steve pretends to

ask wrong answers to students and it was effective for students’ active response, in line

31, 34, 36, 39, 41.


PRETEND: Teacher pretends to answer stupidly wrong answer to encourage students

to answer right answer. : line 31, 34, 36, 39, and 41

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45: Do you know anybody who works like a little red hen? <30 PS>

46: G1: (silent)

5:14

47: S: Who works that much? <30-2 PS>

48: Do you work that much Clair? <30-3 PS>

49:G1: No (small voice)

50: S: Do you do these things? (To the girl) <30-4 PS>

51:G1: No (small voice)

5:18

52: S: who does those things in your house<31 PS>?

53: G1: (silent)

54:G2: MOMMY

5:22

55: S: mommy yeah

So your mommy works hard right? <32 PS>

56:G3: daddy

57: S: and daddy too? <33 PS>

58:G4: yaaa

59: S: waao

5:29

60:G5: Granma Granma (only a girl respond to S’s question)

61: S: would you would you

62: S: does grandma grandma wash dishes? <34 PS>

63: SEVERAL-C: YAAA YAAA (strong response by several children)

5:32

64: S: does dad wash dishes? <35 PS>

B: YAAA YAAA (strong)

65: S: waaao

5:36

(turn page)

66: S: you guys have a good house where everybody helps

5:42

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In 45: Do you know anybody who works like a little red hen?

Steve asked but there is no answer. Perhaps the question is hard for them because it is

related to main theme of this book, which is “working in a house is important thing.”

Steve, however, asks students the same question. Some students understand the

question and answered one by one, mommy in 54, daddy in 56 and Granma in 60. These

are answered by three children, G2, G3 and G5, separately one by one. But finally Steve

found the most effective question and several students respond strongly. He finally

succeeded to make students understand and respond. I call this

62: S: does grandma grandma wash dishes? <34 PS>

63: SEVERAL-C: YAAA YAAA (strong response by several children)


Teacher waits until best response was answered then use the response to ask students.

(62, 64)In other words, teacher found the best question by students’ responses. I call this

using students’ “response skill”.

RESPONSE: Teacher uses students’ response as a question. line 62, 64

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67 :( to a Girl) do you like that story? <62 PS>

68: G: yeah

13:10

69: S: do you like the little little red hen? <63 PS>

Or do you like the other animals? <64 PS>

70:G1: hen

71:G2: hen

(But S ignores it)

13:15

72: S: who are better these animals or little red hen<64 EL>?

SEVERAL-C: hen hen hen (small voice)

73: S: do you want to help the little red hen? <65 PS>

74: James: yeah

13:24

75: S: why

Why you wanna help her? <66 RS>

13:30

76:B1: WHY NOT

77:B2: WHY NOT

78: S :( smile)

79:B3: WHY NOT

80: S: WHY NOT YEAHHH

Is it is it better to SLEEP?

81:B4: WHY NOOOT?

82: S: is it better to sleep? <67 EL>

83: G: WHY NOT

84: S: or help your mom? <68 EL>

13:45

85: SEVERAL-C: WHY NOT WHY NOT

13:46

In 67 :( to a Girl) do you like that story? <62 PS>,

Steve asks difficult question to students, because he asks them to evaluate it. But he

asked it by personal level “Do you like?” question. It’s a teaching technique which asks

students in personal level to ask difficult question. They can not answer easily, however,

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because it is a Big Question for them.

In 69, Steve change the question to concrete one,

69: S: do you like the little little red hen? <63 PS>

Or do you like the other animals? <64 PS>

Two boys could answer separately. Then Steve changed the question to easier one for

students.

72: S: who are better these animals or little red hen<64 EL>?

SEVERAL-C: hen hen hen (small voice)

It’s a technique to ask questions by “make students choose” and it succeeded. Finally,

Steve asks most important question to make students reflect their own lives by personal

question

80: S: WHY NOT YEAHHH

Is it is it better to SLEEP?

81:B4: WHY NOOOT?

82: S: is it better to sleep? <67 EL>

83: G: WHY NOT

84: S: or help your mom? <68 EL>

13:45

85: SEVERAL-C: WHY NOT WHY NOT

And he succeeded, in a sense.


CHANGE: Teacher changes difficult question to “personal question” to make students

answer easily? : line 67

CONCRETE: Teacher change the question to “concrete” one. : line 69, 72

BIG QUESTION: Teacher asks Big Question to make students reflect their own lives by

“personal questions”. line 80-85

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Conclusion

In this lesson, major question types are knowledge, interpretation, personal and

prediction. 88% of questions are these four types.

I found as follows when I analyzed correlation between question types and frequency of

students’ responses.

1. Students did not answer at all in 36% of questions and many students answer 22% of

questions

2. Easy knowledge and interpretation questions were easier for them in this lesson.

3. Personal questions were not so difficult for several students in this lesson.

4. Knowledge question was difficult to answer when it was unfamiliar, interpretation

was difficult for students who can not read between lines and prediction was difficult for

students who can not understand the sequential organization of the story.

Steve used nine teaching strategies to make students answer easily and actively as

follows.

Strategy 1

REPFRASING:

Teacher changes the question to easy one by using easy words for students: line 5

Strategy 2

INTERESTING:

Teacher uses interesting questions for students. : line 7

Strategy 3

EXAMPLE:

Teacher gives examples for students to choose easily. : line 16-18

Strategy 4

PERSONAL:

Teacher asks difficult question by personal question to make students answer easily? :

line 67

Strategy 5

PRETENDING:

Teacher pretends to answer stupidly wrong answer to encourage students to answer

right answer. : line 31, 34, 36, 39, and 41

Strategy 6

WAITING:

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Teacher waits until best response was answered then use the response to ask students.

line 45-65

Strategy 7

RESPONSE: Teacher uses students’ response as a question. line 62, 64

Strategy 8

CONCRETE:

Teacher change the question to concrete one. line 69, 72, 73

Strategy 9

BIG QUESTION: Teacher asks Big Question to make students reflect their own lives by

“personal questions”. : line 80-85

Some strategies are overlapped with other strategies but they are slightly different. By

using these strategies Steve succeeded in a lesson for TESOL classroom. It must be best

for the students who are not fluent in English.

However, big question for his teaching is “What is a theme question?” or “How does he

teach most important part of this book?”

If this book is a fable which only teaches students to work hard by helping little red hen,

the teaching must be succeeded. However, we must be critical to his teaching because

students must be not so good boys and girls like little red hen in their houses. They

must not work so hard in their house works. If that is a problem for them, the teacher

must be more critical to students’ answers. He must ask students, “Do you really work

so hard like little red hen?” or “When did you work so hard to help your mom? “or “Will

you really help your mom from today?” must be next questions to them.

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REFERENCES (PAPERS AND BOOKS)

English papers and books

Arimoto, What kinds of questions do encourage students to response? From a

kindergarten picture book read aloud lesson, Book Club Study 2017, Japan Book Club

Association, 2017

Arimoto, Development of Curricula and Methods for Training and Student Assessment

to Foster Reading Literacy, 2009, National Institute of Educational Research

Arimoto, Multi Centered Situated Learning: Reconsidering" Legitimate Peripheral

Participation pp2-22, Research Bulletin of the National Institute of Research Institute

of Japan, 1997 No.28

Bakhtin, Speech genres and other late essays, 1986

Barbara Guzzetti (Ed), Literacy in America: An Encyclopedia of History, Theory, and

Practice, Santa Barbara, CA: ABC-CLIO Publishers. 2002, pp. 469?473

Garfunkel, Harold (1967). Studies in Ethnomethodology. Englewood Cliffs NJ: Prentice

Hall.

Goffman, Erving (1983). The Interaction Order. American Sociological Review 48:1-17.

Sacks, Harvey, Schegloff, Emanuel A., & Jefferson, Gail (1974). A simplest systematics

for the organization of turn-taking for conversation. Language, 50, 696-735.

Lave J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation.

Cambridge, UK: Cambridge University Press.

TAFFY E. RAPHAEL & KATHRYN H. AU, QAR: Enhancing comprehension and test

taking across grades and content areas, The Reading Teacher Vol. 59, No. 3 November

2005

Raphael, T.E., & Au, K.H. (2001). SuperQAR for test wise students: Teacher resource

guide, Guide 6. Chicago:

McGraw-Hill/Wright.

Raphael, Book Club: A literature-based Curriculum, Small Planet Communications

1997, 2002

Raphael, Book Club for Middle School, Small Planet Communications, 2001

Raphael, Book Club plus: A Literacy Framework for the Primary Grades, Small Planet

Communications, 2004

Raphael, Questioning, Oakland University

Raphael, Thinking for Ourselves: Literacy Learning in a Diverse Teacher Inquiry

Network, Article 00-07

Raphael, Book Club +: A Framework for Teaching Critical Thinking, Comprehension,

24

and Writing, NYSRA 2002

Raphael, Book Club: Making Literature Come Alive in the Classroom, 2003

Presentations in PowerPoint

Rosenblatt, Literature as Exploration, 1976

Vygotsky, Mind in society, 1978

Japanese papers

「にじいろのさかな」で楽しくブッククラブ―ロールプレイの導入で子どもの心を開くー、

ブッククラブ研究２０１７（掲載予定）、日本ブッククラブ協会*

Arimoto, Book Club by “Rainbow Fish”-Open Children’s mind by roll playing (now

printing) Book Club Study, 2017, Japan Book Club Association

ブッククラブで子どもの心を開く―「にじいろのさかな」で楽しくロールプレイ、ブック

クラブ研究２０１７（掲載予定）、日本ブッククラブ協会*

Arimoto, Open the minds of students by book club-roll playing with “Rainbow Fish”.

(Now printing) Book Club Study, 2017, Japan Book Club Association

「リスニングサービス」における学習の拡張:少女たちが耳を傾けるとき

国立教育研究所研究集録 38 1999.3

Arimoto, Expanding learning by listening service of high school girls of U.K., National

Institute for Educational Research 38.

いじめや暴力を解消するためのピアサポートの学習―学習理論によるピアサポートの評価


Arimoto, Peer support for reducing bullying and violence in South Australia., National

Institute for Educational Research 37

オーストラリアの教室で見た、いじめ解消のためのコミュニケーション技能の開発


Arimoto, developing communication skills for reducing bullying in Australian class s

rooms, National Institute for Educational Research 35.

子供が討論に参加する時―小学生の討論の会話分析


Arimoto, Conversation analysis of Japanese elementary school students’ class room

discussion, National Institute for Educational Research, 32

「自己実現」の道具としての,スピーチコミュニケーション技能の開発: カリフォルニアの

高校でみた,討論の授業の会話分析

國立教育研究所研究集録 31, 21-38, 1995

Arimoto, developing speech communication skills of Californian high school students,

National Institute for Educational Research, 31

25

Japanese books

ありもと、手足がなくても強く生きた中村久子物語: しょうがいについて考えよう読んで

考えて話し合う力が育つブッククラブシリーズ１ [Kindle版]

Arimoto, Hisako, who does not have arms and legs but she lives strongly

ありもと、ブッククラブ入門: 本が好きになり国語の力がどんどん育つだれでも明日から

授業で使えます [Kindle版] *[27]

Arimoto, Introduction to Book Club.

ありもと、小学校教科書教材でできるブッククラブ・ガイド: 有名４０教材で楽しく簡単に、

読む力・考える力・話し合う力が育ちます [Kindle版]

Arimoto, Book Club by elementary school text book materials.

ありもと、中学・高校教科書教材ブッククラブ・ガイド: 中学・高校教科書の有名１２教材

[Kindle版] https://www.amazon.co.jp/dp/B01BCU69AQ

Arimoto, Book Club by middle and high school text book materials.

ありもと、まともな日本語を教えない勘違いだらけの国語教育合同出版 2012年

Arimoto, they do not teach correct Japanese language at all, which can be used in

international community, 2012

ありもと、子どもが必ず本好きになる１６の方法実践アニマシオン合同出版２００

５年

Arimoto, Sixteen Reading Strategies of Animacion which enable students to love books,

2005 Japanese Articles

有元秀文、言語力を育てるブッククラブディスカッションを通した新たな指導法Ｔ・Ｅ・

ラファエル著有元秀文訳ミネルヴァ書房 2012年

有元秀文、ブッククラブ・メソッドで国語力が驚くほど伸びる合同出版 2011年

ウィキペディア、有元秀文

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what kinds of q uestions do encourage students to response ...sookmyung kindergarten as a tesol...

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