crazy[*l'eizi], and crew[*kl'u:] ( in the classes on June 1, 8, 15 and 29, 2015). [f] / [h], [θ] / [s] and [r] / [l] sounds are hard for the Japanese. When a student said “I’m crazy”, the teacher interpreted it as “I’m lazy”, because the first consonant [k] was missing. The teacher responded like this: “Lazy? Is she lazy? … Oh, crazy?” This may happen because of little opportunities to use even simple English words. By the end of June, the students gradually got accustomed to speaking English though they often just read their scripts on the notebooks.
For most of the students, the fact that English is a communication tool may have been left behind in senior high school. They may not have received appropriate classes to use English.
Figure 18. Present situation in English teaching and possible English teaching methods in senior high school.
* CLIL, content and language-integrated learning, is an approach to content-based language teaching that has developed primarily in secondary schools in Europe. (Lightbown & Spada, 2013, p. 215)
In English course, which has 10 English classes a week, TBLT is often practiced.
In the general education course with more English classes a week, PPP and GTM are practiced.
In the vocational course and general education course with 2-5 English classes a week, GTM is usually practiced.
In the course of advanced level, with the base of TBLT and PPP/GTM, in order to increase comprehension ability, content and language-integrated learning (CLIL)* may be better rather than GTM in the extra English classes.
However, only few teachers can teach in CLIL at the moment.
In the general education course with more English classes a week, taking the students’ need and motivation into consideration, TBLT as a base plus mixed methods may be selected in accordance with the goal.
As a basis of teaching method, it is better if TBLT would be usually used. The textbooks and teaching materials have been dramatically improved in practical use these days, so teachers can use them easily for TBLT.
Present situation
Possible English teaching methods in senior high school
Senior high school students’ need, likes of English and motivation are related closely as seen above. As I discussed in Chapter 2 (pp. 2527), the teacher’s choice of method has an effect on the students. Beginner-level students tend to learn well through physical and practical activities, not through much grammar explanation. Advanced-level students can learn well in whatever method. They have the need for practical activities as well. They have more English classes of reading and writing in the curriculum. Now that it is neither possible nor necessary for all the senior high school students to acquire the advanced-level English, TBLT will be a promising method for Japanese senior high school students. TBLT satisfies the students’
feeling of “I’ve done it” or “I can do it”, which will produce a good cycle of the effects.
Conclusion
As is seen in the pyramid-style figures in Chapter 3, the core of my conclusion is the effective English teaching for Japanese senior high school. I would like to recommend TBLT and the points I discussed in this thesis are as follows:
1. TBLT leads the students to natural use of English in a real situation. TBLT may be useful to push up students’ motivation, and students can enjoy learning English.
2. Leading researchers of English teaching method and practitioners of TBLT prove the advantages of TBLT.
3. Even after having left senior high school, TBLT may be useful in the university classes and on traveling abroad. Both of the graduates who learned in TBLT and the students who learned in little/no TBLT are eager to receive communicative language teaching. Particularly, TBLT and likes of English may be mutually related.
The next three things support my recommendation: (a) my 38 years’ teaching experiences in quite different types of senior high school, and today’s need of communication in English, (b) methodological development of ESL, and (c) the results of questionnaires I conducted, and descriptive study of M University freshmen. (a), (b), and (c) correspond respectively to 1, 2, and 3 above and also to Chapters 1, 2, and 3.
In Chapter 1, I discussed (a): Thinking of the actual goal of English these days, both MEXT and students are eager to pursue the communicative role of English. For some people, the goal of learning English is to enter a better university and get a better career through English. I admit it to some extent but that is not all. As seen in Chapter 1, The Course of Study has been requesting that students should use English as a communication tool. A few people exaggeratedly say, “Is it all right if students’ proficiency is just ‘How are you?’ and
‘I’m fine.’?” However, TBLT is not just “How are you?” Nurturing positive attitude in
English class through English will contribute to improving students’ motivation. Students move forward to studying all the more by themselves.
In Chapter 2, I made a theoretical discussion on (b). Some leading researchers of ESL, Long, Ellis, Benati and others, stress the advantages of TBLT. There are also some data of the effectiveness of TBLT. And Japanese researchers/practitioners, Izumi, Matsumura and Akaike, found good response to teaching English in their actual TBLT class.
In Chapter 3, I discussed (c). My questionnaire survey with statistical analysis shows that TBLT has a good influence on students’ preferences of English. ‘What you like, you will do well’. Comments by the students in the questionnaire honestly showed that they wanted to have communicative English class both in what to learn and how to learn. Students might realize more than teachers that the main function of language is communication. My descriptive study of M University freshmen revealed the lack of TBLT in their senior high school, which means English is still taught in traditional methods. Most of the graduates who received TBLT in School F said that they enjoyed learning English; while many freshmen received little/no TBLT said that they did not enjoy learning English.
All things considered above, the first step of possible English teaching method for Japanese senior high school may not be GTM, but may be TBLT. Some topics I have not discussed in detail in this thesis are: (a) I could not do a longitudinal study about task
receivers and no/less task receivers, so I could not do the survey of pre-post panoramic view of the same students. Therefore, this study is not scientific in a very strict sense. (b) I could not collect many samples in my questionnaire survey. Only 11 School F graduates out of 87 (13%) answered my questionnaire. (c) I could not refer to an evaluation system for TBLT, which is not established yet in the present relative evaluation system.
The prospects for TBLT in the near future are:
1. More Senior high schools and teachers will conduct TBLT before long. There will be more information concerning TBLT. Even these days the development of teaching materials including English textbooks has been marvelous. Textbooks for senior high school students are edited for teachers to utilize easily in TBLT design
2. Many young English teachers have an experience of studying abroad. They will try to make use of their experiences abroad in teaching English. They will find that TBLT may be a more effective English teaching method than the traditional method today.
As English teachers teach in TBLT more often, the information about TBLT will be accumulated more. With much improvement, TBLT will be gradually a proper teaching method for English learners at Japanese senior high school.
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タスクを活用した英語授業のデザイン
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そもそもタスクとは何か
,タスクの活用によって何が期待でき
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Appendix 1
Handout at school A (GTM-based teaching)
Appendix 2
Handout in reading class at School F
（15）UNIT3 Lesson6 Food and Culture date: / Year12(3-3,3-4) 3-( )-( ) Name( ) Part1
I. Comprehension Point
What is FOOD to us? ( )
II. T or F
1. We know both good food and bad food. ( )
2. Tastes for food are different from culture to culture. ( ) 3. Food liking is related to nutrition. ( )
4. Many Americans’ favorite vegetable is broccoli. ( ) 5. Tomatoes are the most nutritious vegetable of all. ( ) III. Wh-Questions
1. What foods are given as examples of food likes and dislikes? ( ) 2. How does food likes / dislikes relate to nutrition? ( ) IV. Summarize
We have the following ideas about food:
. Butterflies, rats, and African termites are the examples
. Food likes and nutrition .
V. Review the words
1. extremely unpleasant; unacceptable and shocking= ( ) 2. a natural substance found in meat, eggs, fish, etc.=( ) 3. a unit for measuring weight; 1/1000 kilogram= ( )
4. nutritious =
↑(Explain the word in English.)
VI.Answer the question.
Which do you challenge to eat, butterflies, rats, or African termite?
( )
Appendix 3-1
Handout in communication class at School F Planning one-day tour in Kyoto
The activities 1,2 and 3 are worm-up tasks. The activity 4 is today’s main task.
Year12 Communication date______________________________________
３-CLASS（ ）No( )Name( ) 1. Today’s Phrases
___________________________________________________________________________________________________________________________
2. Today’s Pronunciation
__________________________________________________________________________________________________________________________
3. Dictation
1._________________________________________________________________________________
2._________________________________________________________________________________
4. Activity : Holiday in Kyoto
START: Kyoto
Station
→ PLACE 1 ( )
→ PLACE 2 ( )
→ PLACE 3 ( ) HOW TO GET THERE
→ PLACE 4 ( )
→ PLACE 5 ( )
→ PLACE 6 ( )
→ PLACE 7 ( )
→ PLACE 8 ( )
→ PLACE 9 ( )
→ PLACE 10 ( )
→ PLACE 11 ( )
Appendix 3-2
Part of the term examination at School F Questions of planning one-day tour
３年3・4組 English Communication Year1２ 1st-TERM EXAMINATION July 5 , 2012 ３－（ ）NO( ) NAME（ ） F Look at Map①(Melbourne City map), and fill in the blanks.
1.(On the cellphone)
A: I’m at Parliament station? Could you tell me the way to South Bank?
B:_ ________________________________________________________________________________________________________________
2.(In front of Flinders Street station)
A: I’m not from around here. Could you tell me the way to the Queen Victoria Market?
B: _________________________________________________________________________________________________________________
G Your American friend visited Japan and wants to go sightseeing around Ueno, Tokyo.
Look at Map②(Ueno map). You should guide him around Ueno by public transport. Make a plan for a sightseeing tour around Ueno. Be sure to go to at least 3 places. Start at Ueno Station.
Appendix 4
Evaluation sheet for students: communication class
No. Name/Pair/Group e xc e lle n t←Evaluation→ po o r Comment
1 A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
A B C D E
Communication Evaluation Sheet
YEAR/CLASS( － ) NAME( )
comment:
Appendix 5
Japanese teaching in Australia (role play)
Appendix 6-1
Questionnaire to School F graduates
アンケート 各項目にチェック✔をつけてください。【 】は記入してください。
1． 高校時代英語を勉強することは好きでしたか? チェック✔をつけてください。
(1)( )常に好きだった (2)( )好きだった (3)( )どちらでもない (4)( )嫌いだった (5)( )非常に嫌いだった
2. 高校の頃、英語を使ってなにかタスクをしていく授業は、当時はどうでしたか？
[注]タスク＝ALT とのコミュニケーションの授業において、コマーシャルビデオを作る、道順を教える、
メニューを作る、ショッピングする、観光プランを立てる、学校紹介のスキットを作る、などです。
(1)( )非常によい (2)( )よい (3)( )どちらでもない (4)( )だめだ (5)( )非常にダメだ
3．今振り返って、英語を使ってなにかタスクをしていく授業は、どう思いますか？
(1)( )非常によかった (2)( )よかった (3)( )どちらでもない (4)( )だめだった (5)( )非常にダメだった
上の答えは、なぜですか？ (1)(2)を選んだ人はなぜよかったか、(4)(5)を選んだ人はなぜダメだった か、理由を書いてください。
【 】 4．今の生活や今の勉強に、タスクを使った授業が役に立っていますか? 役に立っていませんか？
(1)( )非常に役に立っている (2)( )役に立っている (3)( )どちらでもない (4)( )役に立って いない(5)( )まったく役に立っていない
5．今後の日本の高校などの英語の学び方や教え方について、思うことや望むことは何かありますか？
【 】
Appendix 6-2
Questionnaire to freshmen of M University
2015/05/15 M大学1年生
教育学研究科2年の高畑です。高校の英語教育におけるTask-basedの授業について考えています。
注：Task-based の授業とは、コミュニケーション主体で、授業中に ALT とのコミュニケーションの授業も含 めて、道順を教える、レストランで注文する、観光プランを立てる、コマーシャルビデオを作る、メニューを 作る、ショッピングする、学校紹介のスキットを作る、などの活動で英語だけを使ってグループ・ペア・個人 で１つの要求された課題を成し遂げる授業です。
アンケート
各項目にチェック✔をつけてください。 は記入してください。
1． 高校時代英語を勉強することは好きでしたか?
(1)( )常に好きだった (2)( )好きだった (3)( )どちらでもない (4)( )嫌いだった (5)( )非常に嫌いだった
2．高校の頃、英語を使ってなにかタスクをしていく授業は、ありましたか？
（1）( )頻繁にあった (2)( )ときどきあった (3)( )わずかにはあった (4)( )ほとんどなかった (5) ( )なかった
3．大学生になって、高校の頃の英語の授業がこうだったらよかった、と思うことをあれば書いてください。
4．今後の日本の高校の英語の学び方教え方に望むことは何ですか、あれば書いてください？
Appendix 7-1
Raw data of the questionnaire to School F graduates
Results of the questionnaire: F Senior High School graduates in four years (11 persons) Yes, I did
very much. Yes, I did. neither No, I didn't. I disliked English.
(1) Did you like studying English in your senior high school?
3 7 1
Excellent Good neither Bad Very bad.
(2) What did you think about the task-based learning in your senior high school?
4 4 3
Excellent Good neither Bad Very bad.
(3) What do you think about
the task-based learning now? 6 3 2
Very
helpful Helpful neither Not helpful
enough Not helpful (4) Is the task-based learning
useful for your everyday life now?
3 3 4 1
task-based activity
high school days
task-based activity
task-based activity
Appendix 7-2
Raw data of freshmen of M University; non-English majors
Results of the questionnaire: M University non-English-major freshmen (35 students)
Yes, I did
very much. Yes, I did. neither No, I didn't. I disliked English.
(1) Did you like studying English in
your high school days? 0 13 8 10 4
very often sometimes rather little little never (2) Did you receive any
task-based English teaching in yoursenior high school?
0 8 10 10 7
high school days
task-based activity
Appendix 7-3
Raw data of freshmen of M University; English majors
Results of the questionnaire: M University English-major freshmen (10 students) Yes, I did
very much. Yes, I did. neither No, I didn't. I disliked English.
(1) Did you like studying English in
your high school days? 2 3 5 0 0
very often sometimes rather little little never (2) Did you receive any
task-based English teaching in yoursenior high school?
0 1 3 4 2
high school days
task-based activity
Appendix 7-4
Raw data of freshmen of M University; total of English/non-English majors
Yes, I did very much.
Yes, I did. neither No, I
didn't.
I disliked English.
(1) Did you like studying English
in your high school days? 2 16 13 10 4
very often sometimes rather little little never
(2) Did you receive any task-based English teaching in yoursenior high school?
0 9 13 14 9
Re su lts of th e qu e stion n aire : M Un ive rsity fre sh me n (4 5 stu de n ts) high school days
task-based activity
Appendix 7-5 Sampling from raw data
dislikde it disliked neither liked always liked it
0 0 4 4 1
1 8 8 6 1
24
M University freshmen, likes of English based on TBLT in senior high school
With frequent /often TBLT With no/less TBLT
number out of 45
level of likes TBLT(often/less)
9