Teaching Methods of Reading for the Creation of Questions －<Reading Masterpiece> Focused on Cases of Greek Tragedy Class

Abstract

This study is aimed to reveal that the method used for the creation of questions by students taking a classic education class named <Reading Masterpiece> is important in two ways: 1) facilitating the difficulty with which students read classical literature, and 2) establishing individual perspectives when reading by oneself. The experience of voluntary reading is more important than reading a lot. The class focused on the process used by students to create questions regarding the texts they’re required to read, it is necessary for us to structure classes according to these levels in reading in order to raise the level of questions the students are able ask. To make secondary and tertiary reading possible at least in part, the class information, the details regarding the actual assignment of the class and a small group activity were given and conducted respectively according to the students’ reading levels.</br>The procedure was carried out according to reading levels following the establishment of the goals for each work assigned. Even though students have their own unique perspecitves regarding the goals of every text assigned to them, we asked them to come up with their own perspectives in their approach to these texts. Furthermore, we had them focus on the types of questions pertaining to the first two works they were requried to read, and by pointing out the possibility of various interpretations regarding their next two works. Finally, we had them compare their work to the last two texts that they read.</br>Of course, the process of creating questions is important in every work, but this study aimed at encouraging students to develop their own individual questions. This is because it is more important for instructors to provide an environment where in students can voluntarily utilize reading that encourages them to come up with their own perspectives rather than simply giving them a number of opportunities to read. For reading itself provides students the chance of engaging in tertiary reading. Students' presentations and discussions confirmed that the power of spontaneity builds up from the moment the learner recognizes that they have achieved it by themselves by asking questions and developing it into their own perspective.