@article{oai:jissen.repo.nii.ac.jp:00001279,
 author = {藤上, 隆治},
 journal = {実践女子大学FLCジャーナル, Jissen Women's University FLC Journal},
 month = {Mar},
 note = {Some previous studies have mentioned that using background knowledge can make it easier for learners to read English stories.
Using background knowledge, the learners are able to continue reading an English story even if they encounter some words that they do not know. The author thinks that it is more important to put priority on getting the gist of the entire story than to suspend the reading activity to check such words with a dictionary every time. Also, using background knowledge makes it possible for the learners to infer the meanings of the words they do not know from the context of the story. Therefore, they can read the story completely from beginning to end without discontinuation.
This paper discusses and reveals how background knowledge will effectively work for English reading activity in a college reading class.（The class is composed of ２８ non-English majors.）
The paper will touch upon three points. Firstly, the paper will show how background knowledge is important for any reading activity, according to previous studies. Secondly, it will mention how the reading activity was done in the said English reading class. The actual teaching procedures will also be explained. Finally, the data are analyzed, and the results are discussed. The results suggest that using background knowledge is an effective way to enhance students’ positive attitude toward learning and reading English.},
 pages = {105--118},
 title = {リーディング活動における背景知識の効果 ―英語を専門としない大学生に対する授業実践を中心に―},
 volume = {8},
 year = {2013}
}