@article{oai:tamagawa.repo.nii.ac.jp:00000434,
 author = {松本, 由美},
 issue = {23},
 journal = {玉川大学学術研究所紀要},
 month = {Mar},
 note = {Ministry of Education, Culture, Sports, Science, and Technology Japan (MEXT) has promoted reading English picture books to children in English classes at public elementary schools with its public announcement, in which reading with some non-verbal action such as facial expressions, a tone of voice, and some physical gestures.  This strategy will efficiently increase audiovisual input.  However, it might not promote understanding the meaning of the text because it does not consider the theory of second language acquisition; input- interaction theory by Long (1996).
　 In this paper, I will propose the specific strategy of reading English picture books with children which is consistent with the Input-Interaction Hypothesis by Long (1996).  Participation to the reading will activate multiple senses of the children, which promote understanding the text empirically.  This strategy also encourage the children to engage deeply with picture books leading to “critical thinking and meaningful learning.” (Arizpe and Styles, 2016)},
 pages = {7--17},
 title = {英語絵本の読み聞かせの身体性と聞き手の理解（2）―小学校英語における英語絵本の身体性を活かした読みあいの試み―},
 year = {2018}
}