because a11 fea加res are not always present in every lesson． Team teaching， fbr example，
is a most typical feature ofthe English lesson in Japanese j unior high schools but not all
English lessons are tearri taught． Figure 11 shows a provisional version of our lesson
observation protocols．
購藝攣難
2． Pair work and／or group
vvork activities are
conducted in the ways in which the activities are meaningfu1 to the students．
Pair work and／or group
work activities are
conducted during the lesson，
but the activities are not necessarily meaningfu1 to
the students．
5
ゑ ゲヒ じ て じ ザ
き藤；砿窓… 義
The pace and compleidty of teachers talk is appr（rpriate fbr students proficiency levels
The pace and complexity of
The pace and cornplexity of teach釘，s惚脈is som￠times
teacher s talk is inappropriate for insppropriate foT students
studmts proficiency levels．
proficiency levels．
繍 讐難叢熱鍵鶏i蓋 羅
6 Clear explanation oflanguage activity is provided，
Explanation of language activity is provided but is not clear，
No explanation of 1anguage activity is provided．
氏島−窓 ︷
百
雛 聾
︑綿難
じマ @ ワルガ ロ雛舞 溺
懲宏 ．
7
GestuTes and bocly 1anguage are USGd eifectively電。 hdp団血ts閣 understandmg．
Ges加res and bocly 1angusge are used occasionally to hclp stucSents undeTstariding．
No gest皿es and bodly 1amguage are used
8
曝露難
9
騨，話，灘
10
Hoblern so且ving skills and cognitive l副ng Sなategies a蹄 taught systamatically．
Ren㏄虚ve飢d 8clf弔α繭ve stratopes are taught systernatically．
Stratwfes， such as asking somebocly when having lear血ng diMculties， are taught systcm区面ca皿y，
b
Problern solving skills and cognitive 1earning stratopes are taught occasionally，
No problem so且vi㎎sk皿童s a皿d cognitive learning stratwfes are taught．
n」雛羅雛。灘i欝欝欝欝轟講、
Reflective and self−carrective str飢㎎ies肛e亀匡ught occasiσma山y．
一sttt
戌
Fポ ，
雛籔i，、。購議馨
No reflective and self−corrective skiks are taught．
ハ ロ ら
購㈱ 騨醗難霧搬灘雛，、繊雛鎌．鶴
S甑tegies，8uch as ask血9 sornebody when having 1earning d面㎝ld駆，紅。 taught occasionally．
No stratwfes， such as asking somebedy when having learning difficulties， are taught．
s．
11
蕪1総＄iill1
12
受 藁含「m藷 髪
13
Scaffblding t●chniques， SUGh as modeling or giving examples， a田：e consistcπdy u8●d， assisting students understanding ゴゆ
1霧
， 勿
A variety of questions are asked to promote studerits higher−order
曲㎞壌sMls．
︐ 遜
Und肛s伽d㎞g and fair treatment of individual students is frequently observed．
Scsffolding techniques such as modeling or giving examplesare are oocasiomaly iised， assisting students understanding ．
講． 轍・r ， 蒙 門脇i5d
Questions that premote higher−
ord肛山血k血g ski1且s are not frequently askect
磁託
ビン．tt．．一 m
・漁
Understanding or fair treatment ofthe individual student is occasionaly observed．
No scaffolding techniques such as mocle血g or giv血9 examplesare are used， assisting stud㎝ts unclerstand血9．
灘灘霧2羅 ，tVt、bt x m，
No questions that promote higher−order th血king skins．
、欝鍵難欝鷺懇懇懇懇．， t凸 ！
No understanding or fair treati皿㎝t of individual students is observed．
Figure 1 1 ． A provisional version of the lesson observation instrument （continued）
14
4≧
綴
鍮 藩
15
欝鑛嚢
intr訂aσtion b￠tWeen teacher−
stu（lent and at皿o㎎students血 EngkSh is frequently obser鴨d．
kvl・藏難・
Groupng and pair configurations s叩Pαrt◎ooperative learning in language activities，
Interaction between teacher−
Interaction between teacher−
st腿d巳nt and a皿10ng studcnts血
student arKl among students in Enghsh is less frequently
English is not observed．
obsc【v磁
霧 霧甕謙i灘鍵鞭警灘警繋譲
Groupng aiid pair configurations occasionaly support cooperative learning in language activities．
・ R犠灘饗霧；馨馨慧蒙蒙欝欝鑑議
懇懇職．雛懸織轟：欝藝
Groups and pairs are not confTigured to s叩port cooperaIive lean血1g in language actrvrttes．
i／驚 舅・
16
欝欝雛鰯
Sufiicient wait time for student respanses is consisterttly provicled
脚 継難
Sufficient wait time for sudent responses is occasionally provided．
「 弱
Su伍cient wait time for sudent responses is not provided
麹鱒饗轡蟻羅難戦辮羅繊、，、轍灘灘
17 L1 is used effectively to enhance stu〔㎞的 囎d釘s甑㎞9．
L紅use does nσ［創血am㏄
stUdents understand血g．．
Students do皿ot unders伽d
teachcr s explanation血Ll． NA
：網羅i懸鍵灘瀞t： 蜘騨職総懸㈱轡鰹麟密1療聯瞬畷四脚遡錘像難麟趣麟驚蜘燃難難懸麺 轍：難一 轍 …灘灘魏織騰購鱗＿騨灘獅醗1灘羅灘灘鞭勲撒 一・… 糠
18
Topics and situatians ofthe language activities are relcvant to the studerrts and realia is used
Topics and situati｛ms of the language aodvities are 1ess relevant to the students．．
Topics and situations of the language activities are not relevant to the studerits．．
NA
編撫鍵縷懇灘難雛難灘灘灘灘難灘一品麟雛羅籔欝鍵艶i覇鷲
炉恥
掴
響㍉多く
19
Hands−on materials and visual aids are used， effectively to support studmts understanding，．
懸難糠＿
20
し ノドセが と
・・D馨蓉 季陪 21
窺：：・i欝欝蹴ll鑛譲羅
22
響耀難
C㎜血cative actiVities are provided for students to use languago rnateials learned in the 且esson．
拗』 躍 「 ㌔ ｛ 形
Opportunities are provided for studerits to repeat and rnerriorize lal嵯；uage oont㎝慮且㎜ed in the lesson
窺 1懸
二階伽，
Students are encouraged to take risks and leam f｝om eπom血 language activities．
Hands−on materials and visual aids are used occasionally to support students understanding，
Hands．on materialS 1皿d Visual aids are net used
難講穿下嫁祝繍灘鑛 購激備…礁繍難
S血1㎞5use l㎜即ge㎜t副s
且earncd i皿the Iesson， but血e
acnw血OS翻。㎜㎝ca髄ve．
NO GO㎜血cative actiVites are provided for students．
霧陥 繍 済謹灘馨魏蕪翻
Fewer opportunities are provided for students to repeat and mernorirc language content learned in the 1esson．
灘懇懇 鷺羅譲難
Students are occas血aly ertcouraged to take risks and leani frum errors in language acnwuties，
ζ筑 F「「傷 m，｛
NA
雛繍 、雛纏縫鎌繕纏縫撫
No oppor血血ties a爬provided fbr students to repeat and memorize language conterrts learned in the lesson．
嚢難欝欝鍵輪講欝欝i懸1灘雛馨霧藝
Students are not encouraged to take risks and learn from erTors in language activities，
難懸馨譲癒蕪鑛熱熱
酔 油
；
Class discipline is dofTmed explicitry
Class discipline needs to be
defined more clearly． No class discipline is defined．
Figure 1 1． A provisional version ofthe lesson observation instrument （continued）
詐／無・
黙琴
も ド し
繍
i譲鑛 24
25
26
27
Links are errplicitly rrtade between the terrtbook and且anguage aedvities．
辮霧霧 、，鷺噸
The 1esson is orgartized to engage students in language ac tivities．
霧1繍
讐畿Pad㎎of劇㏄son〔域v艇y蛤
appropriate for students proficiency levels
灘
ltaF；
Studerrts lean血rg is reinforced by
r輌舳9血e㎜t㎞od血
the 1essan，
Liriks between the textbook and language actMties need to be more駆phciI．
羅t．
No links are rnade between the textbook and language aodvities，
皿 郡
懲