制改革に関する決定）(1985) 『中国教育改革与発展綱要』（中国の教育の改革及び発展につい ての要綱）(1993) 『中共中央国務院関於深化教育改革、全面推進素質教育改革的 決定』（中共中央国務院における教育改革の深化と資質教育の全 面的推進に関する決定）(1999) 『中華人民共和国義務教育法』（中国義務教育法）(2006) 『基礎教育課程改革綱要（試行）』（小学校・中学校・高校におけ る教育課程改革の要綱・試行）(2001) 『教育部関於全面深化課程改革 落実立徳樹人根本任務的意見』 （教育部における教育課程の改革を深め、徳を積み、人を育て る根本的な任務を実行する意見）(2014) 『国家における中長期教育改革及び発展計画綱要（2010～ 2020）』（国家の中長期教育の改革と発展計画要綱 2010-2020 年)( 2010) 『関於加快中西部教育発展的指導意見』（中西部の教育発展の加 速に関する指導意見）(2016) 『面向21 世紀教育振興行動計画』（「21 世紀に向けた教育振興 行動計画」）(1998) 『普通高中課程方案和語文等15 学科課程標準（実験）』（普通高 等学校教育課程方案および国語等 15 学科課程標準 試行） (2003) 『郷村教師支持計画』（農村教師支援プログラム 2015-2020） (2015) 『全面改善貧困地区義務教育薄弱学校基本弁学条件的意見』（貧 困地区における義務教育の薄弱な学校の基本的な教育条件を全 面的に改善する意見）(2013) 【日本語文献】 日暮トモ子（2015）「中国における教育政策の展開とその研究動 向」『日本教育政策学会年報』 第 23 号、pp.190-197 刈谷剛彦、志水宏吉（2004）『学力の社会学―調査が示す学力の 変化と学習の課題』岩波書店 項純（2010）「中国における素質教育をめざす基礎教育改革をめ ぐる論争」『京都大学大学院教育学研究科紀要』第 56 号、pp. 359-371 松下佳代（2014）「PISA リテラシーを飼いならす―グローバル な機能的リテラシーとナショナルな教育内容 ―」『教育学研究』 第81 巻 第 2 号、 pp.14-27 野澤有希（2020）「上海のカリキュラム改革におけるカリキュラ ム全体構造の特徴に関する研究」『上越教育大学研究紀要』第39 巻第2 号、pp.333-342 岡部恒治、戸瀬信之、西村和雄（1999）『分数ができない大学生 ―21 世紀の日本が危ない』東洋経済新報社 佐藤学（2009）「学力問題の構図と基礎学力の概念」東京大学学 校教育高度化センター編『基礎学力を問う―21 世紀日本の教育 への展望』東京大学出版会、pp.1-32 志水宏吉（2003） 『公立小学校の挑戦―「力のある学校」と はなにか』岩波書店 志水宏吉（ 2009）『「力のある学校」の探究』大阪大学出版会 志水宏吉、鈴木勇編著（2012）『学力政策の比較社会学【国際編】 PISA は各国に何をもたらしたか』明石書店 上野正道（2018）「東アジアの学びの思想と学校改革」『教育学 研究』第85 巻第 1 号、pp.42-50 山本敏郎(2017)「1990 年代以降の教育課程における学力概念の 変遷」『日本福祉大学子ども発達学論集』第9 号、pp.1-11
Development of EFL Speaking Performance in the Japanese
Context
―
日本におけるEFL スピーキングパフォーマンスの発達―
CHRISTOPHER Adam
＊A
Abbssttrraacctt
Japanese EFL learners face challenges in speaking fluent and accurate English due to various cognitive, linguistic and affective factors. This paper explores the factors affecting EFL speaking skills as well as speaking performance with a review of literature. Based on this review, the paper argues that the quality of speaking instruction needs to be mainly focused on through improving the teaching techniques with creating links between teacher-guided learning and learners-initiated activities outside class. Finally, the paper concludes with insights into the teaching and learning of EFL speaking skills in the Japanese context.
K
Keeyywwoorrddss：EFL, Speaking, Performance, Affective factors
１．
※⁖⁕⁛‒In Japan, learning outcomes have been surprisingly poor, especially in terms of speaking skills, despite a relatively long history of English education. Although the overall failure of English education in Japan has been reported and addressed, several researchers have agreed that it is most difficult for Japanese learners to acquire speaking abilities (Ellis, 1991; Farooq, 2005; Roger, 2008; Takanashi, 2004). For instance, Ellis (1991) pointed out that, as English speakers, Japanese high school and college graduates are incompetent especially in terms of sociolinguistic competence. Farooq (2005) argued that in real-world situations, and even at a survival level, Japanese EFL learners have serious difficulties communicating with English native speakers. Scores on the newly developed TOEFL iBT, which was designed to provide speaking evaluation, also suggested that
English-speaking abilities of native Japanese English speakers, and many of these factors are correlated with affective variables such as the learning of foreign language, self-confidence, anxiety, and motivation. To improve their overall communicative competence, it may be important to understand the mechanism by which these different communication types work and improve the attitudes of learners towards IC. The degree to which subjects like foreign languages are intercultural, however, depends on the orientation of the curriculum (Davies & Read, 2005). In order to improve their critical understanding of the cultural dimensions of the target language and cultural representations, foreign language teaching should include exposing students to a variety of texts and representations of foreign culture (Byram & Feng, 2004; Ware & Kramsch, 2005). Researchers argued, however, that experiential learning about the target culture is more productive than learning confined to schools (Byram & Feng, 2004).
Fluency, which is the main aim of teaching speaking skills is the first element of speaking success. Fluency is the capacity of the learner to talk in a comprehensible manner. Hedge (2000) defined fluency as the ability to link words and phrases, clearly pronounce sounds, and to respond consistently using the right stress and pitch. Accuracy is the second element of speaking efficiency. Teachers must, therefore, work on improving their teaching techniques with creating links between teacher-guided learning and learners-initiated activities outside class in order to achieve a target competence in a realistic period.
During English interactions, learners need to pay careful attention to the consistency and completeness of the linguistic form, such as concentrating on grammatical structure, vocabulary, and pronunciation (Mazouzi, 2013). In order to correctly use grammatical structures, learners need produce the right length and complexity, and well-structured phrases, according to Thornbury (2005). As for vocabulary, accuracy means choosing the right words in the correct way. In different contexts, learners can apply similar terms and expressions that do not mean similar things. Learners should also be able to properly use terms and phrases. Thornbury (2005) argued that the least skill that students usually pay attention to is pronunciation. Speaking English correctly needs mastering phonological rules and knowing the various sounds and their pronunciation. Learners need to grasp various types of stress, tones, and pitch. All these variables combined help students to naturally and efficiently speak English.
２．‷⁙⁞⁛⁚‒⁗⁓⁝⁛⁙‒⁕⁚⁓⁞⁞⁗⁙⁗‒
In the EFL speaking classroom, there are some issues with speaking performance that students can experience. Suppression, lack of cultural awareness, lack of involvement, and use of the native language are these (Tuan & Mai, 2015). First challenge students face in class is suppression. They are often suppressed when they try to say something in the classroom. They fear to make mistakes and fear criticism. Littlewood (2007) stated that language classes can also cause students’ restraint and anxiety. The second challenge is that the learner does not know what to do when there is no opportunity for them to express themselves. Learners sometimes
have little or nothing to do. Probably because the instructor chose a topic that didn't suit his learners. This was also supported by Baker and Westrup (2003), because when students speak in the foreign languages, students can’t express their opinions, what to say or what vocabulary to use. He said that when questioned, it was very hard for learners to respond and properly use grammar. The third challenge with the speaking class is that there is a very poor active participation. Some students dominate the entire speaking class, while others speak little or nothing at all. Another problem with their English-speaking ability is the interference of their native language. Students use L1 in a speaking class when learners share the same native language (Tuan & Mai, 2015). There are several reasons why learners use their native language in English speaking classes. The first reason is that when teachers ask learners to talk about topics they do not have enough background information of, they try to use their native language. The second reason is that for learners, the use of the native language is natural. Learners would naturally try to use the first language to illustrate points to their peers. The final reason is the fact that when the teacher uses the native language of the learner on a regular basis, the learner feels more comfortable to use it accordingly.
Language difficulties faced by students at the University of Hong Kong were explored by Evans and Green (2007). The findings of this research indicated the problems of student’s performance during academic speeches including syntax, fluency, and pronunciation, and academic writing, such as style, syntax, and coherence. When teachers help students overcome the difficulties
of learning speaking skills, factors that affect their speaking performance need to be identified such as performance environment, emotional factors, listening skills, and input during speaking tasks that affect the speaking performance of learners (Tuan & Mai, 2015). Performance is a product of circumstances that affect speaking performance such as time pressure, level of preparation, quality, and amount of support/scaffolding available. The second variable is linked to emotions. The emotional factor for the learner is one of the primary factors in learning a language. Many emotional variables were correlated with second-language acquisition, according to Krashen (1982), with three key forms examined by many researchers; motivation, self-confidence, and anxiety. Based on the level of lessons, tasks, and the type of errors students make, teachers need to provide the appropriate feedback on speaking problems detected in the conversation in a way that doesn’t hurt students’ feelings. This argument was endorsed by Baker and Westrup (2003), arguing that if learners were continually corrected, they would be discouraged and afraid to speak. Thus, teachers should always correct errors of learners positively with more guidance and support so that they can take charge of their learning on their own outside class.
speaking abilities of native Japanese English speakers, and many of these factors are correlated with affective variables such as the learning of foreign language, self-confidence, anxiety, and motivation. To improve their overall communicative competence, it may be important to understand the mechanism by which these different communication types work and improve the attitudes of learners towards IC. The degree to which subjects like foreign languages are intercultural, however, depends on the orientation of the curriculum (Davies & Read, 2005). In order to improve their critical understanding of the cultural dimensions of the target language and cultural representations, foreign language teaching should include exposing students to a variety of texts and representations of foreign culture (Byram & Feng, 2004; Ware & Kramsch, 2005). Researchers argued, however, that experiential learning about the target culture is more productive than learning confined to schools (Byram & Feng, 2004).
Fluency, which is the main aim of teaching speaking skills is the first element of speaking success. Fluency is the capacity of the learner to talk in a comprehensible manner. Hedge (2000) defined fluency as the ability to link words and phrases, clearly pronounce sounds, and to respond consistently using the right stress and pitch. Accuracy is the second element of speaking efficiency. Teachers must, therefore, work on improving their teaching techniques with creating links between teacher-guided learning and learners-initiated activities outside class in order to achieve a target competence in a realistic period.
During English interactions, learners need to pay careful attention to the consistency and completeness of the linguistic form, such as concentrating on grammatical structure, vocabulary, and pronunciation (Mazouzi, 2013). In order to correctly use grammatical structures, learners need produce the right length and complexity, and well-structured phrases, according to Thornbury (2005). As for vocabulary, accuracy means choosing the right words in the correct way. In different contexts, learners can apply similar terms and expressions that do not mean similar things. Learners should also be able to properly use terms and phrases. Thornbury (2005) argued that the least skill that students usually pay attention to is pronunciation. Speaking English correctly needs mastering phonological rules and knowing the various sounds and their pronunciation. Learners need to grasp various types of stress, tones, and pitch. All these variables combined help students to naturally and efficiently speak English.
２．‷⁙⁞⁛⁚‒⁗⁓⁝⁛⁙‒⁕⁚⁓⁞⁞⁗⁙⁗‒
In the EFL speaking classroom, there are some issues with speaking performance that students can experience. Suppression, lack of cultural awareness, lack of involvement, and use of the native language are these (Tuan & Mai, 2015). First challenge students face in class is suppression. They are often suppressed when they try to say something in the classroom. They fear to make mistakes and fear criticism. Littlewood (2007) stated that language classes can also cause students’ restraint and anxiety. The second challenge is that the learner does not know what to do when there is no opportunity for them to express themselves. Learners sometimes
have little or nothing to do. Probably because the instructor chose a topic that didn't suit his learners. This was also supported by Baker and Westrup (2003), because when students speak in the foreign languages, students can’t express their opinions, what to say or what vocabulary to use. He said that when questioned, it was very hard for learners to respond and properly use grammar. The third challenge with the speaking class is that there is a very poor active participation. Some students dominate the entire speaking class, while others speak little or nothing at all. Another problem with their English-speaking ability is the interference of their native language. Students use L1 in a speaking class when learners share the same native language (Tuan & Mai, 2015). There are several reasons why learners use their native language in English speaking classes. The first reason is that when teachers ask learners to talk about topics they do not have enough background information of, they try to use their native language. The second reason is that for learners, the use of the native language is natural. Learners would naturally try to use the first language to illustrate points to their peers. The final reason is the fact that when the teacher uses the native language of the learner on a regular basis, the learner feels more comfortable to use it accordingly.
Language difficulties faced by students at the University of Hong Kong were explored by Evans and Green (2007). The findings of this research indicated the problems of student’s performance during academic speeches including syntax, fluency, and pronunciation, and academic writing, such as style, syntax, and coherence. When teachers help students overcome the difficulties
of learning speaking skills, factors that affect their speaking performance need to be identified such as performance environment, emotional factors, listening skills, and input during speaking tasks that affect the speaking performance of learners (Tuan & Mai, 2015). Performance is a product of circumstances that affect speaking performance such as time pressure, level of preparation, quality, and amount of support/scaffolding available. The second variable is linked to emotions. The emotional factor for the learner is one of the primary factors in learning a language. Many emotional variables were correlated with second-language acquisition, according to Krashen (1982), with three key forms examined by many researchers; motivation, self-confidence, and anxiety. Based on the level of lessons, tasks, and the type of errors students make, teachers need to provide the appropriate feedback on speaking problems detected in the conversation in a way that doesn’t hurt students’ feelings. This argument was endorsed by Baker and Westrup (2003), arguing that if learners were continually corrected, they would be discouraged and afraid to speak. Thus, teachers should always correct errors of learners positively with more guidance and support so that they can take charge of their learning on their own outside class.
always identical to their spellings. Words with similar spellings are sometimes pronounced differently because of their associated discourse. For non-native English speakers, this can create a lot of difficulties and can be frustrating when speaking English. Native speakers speak the language fluently and naturally say what they want. They may make certain errors that are syntactically incorrect, but these errors do not alter the meaning of the phrases they wish to convey, which makes it easy for listeners to understand them. However, non-native speakers' mistakes alter the meaning of the messages they want to express and cause problems (Mahripah, 2014). Motivation affects language learning. An integrated and friendly view of language learners makes learners more sensitive to the spoken language features of the language, and more sensitive to pronunciation and language accents, according to Merisuo-Storm (2007).
Communication skills alone are not enough for learners to develop their ability to communicate. The goal of speaking cannot be attained by the learner without a positive attitude towards speaking performance. Personality constructs such as anxiety, caution, and risk-taking are correlated with fear of speaking English. Learning a language can be distressing, and intense anxiety can contribute to the feeling of discouragement and disappointment of learners (Dogar2011).
Anxiety refers to both physical and emotional responses to situations, people, or expectations that arouse fear in a person (Horwitz, Horwitz & Cope, 1986). Anxiety is a cognitive phenomenon concerned with future events where there is
uncertainty about the outcome, the future being is thought of in a negative way, and this is accompanied by feelings of fear. Horwitz and Cope (1986) introduced situational anxiety and its measurement scale to second and foreign language anxiety research.
The situational anxiety refers to foreign language anxiety, which is defined as "a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process" (Horwitz, Horwitz & Cope, 1986, p. 28). Situational anxiety is distinguished from trait anxiety, which refers to individual's anxiety arousal in a variety of situations due to his/her personality traits. Anxiety can be either debilitative or facilitative. Debilitative anxiety is a kind of anxiety which is viewed as a negative factor or something to be avoided at all costs, like a feeling of test anxiety before exam (Brown et al., 2011). For example, Ueda, et al. (2004) adopted Foreign Language Classroom Anxiety Scale (FLCAS) and investigated language anxiety of Japanese university students. They identified three factors and named them “avoidance of English class”, “English class anxiety”, and “speech anxiety” respectively. Facilitative anxiety kind of anxiety that is regarded as a positive element to promote language learning, such as tensions before public speech (Brown et al., 2011). Anxiety adversely affects the oral performance of English-speaking persons, according to Woodrow (2006). With the different skills of language learners, speaking anxiety can be related to the EFL classroom.
When learners in the same EFL class are divided into two levels: advanced and beginners,
advanced level students overshadow slow and low-level students. Usually, beginner learners do not want to talk in public, resulting in silence throughout activities in the class. Suppression is the fear that keeps people from talking or doing what they wish to do. Furthermore, low self-esteem EFL learners tend to avoid taking the risk of making errors in their speaking activities, which impedes their speaking skills development (Mahripah, 2014).
‥．‵⁕⁞⁛‒
This paper reviewed several factors influencing speaking production of students. In developing the speaking abilities of learners, the elements mentioned in this paper play an important role. In EFL speaking classes, these variables cause learners to lose confidence. The findings of this paper indicate that learners with low self-esteem, high levels of anxiety, and low level of motivation, while they have reasonable language skills, have severe difficulties with their speaking skills. This paper suggests that students that are highly motivated and less nervous can speak English easily and efficiently. Students need, therefore, to provide a comfortable and welcoming community that helps them resolve oral performance difficulties. Teachers need to consider the needs of their students and feelings based on a study of the research literature, increase the confidence of learners and choose the best teaching approach for learners to continue to engage in speaking activities. Students need to feel rewarded for speaking English. With their students, teachers need to build friendly relationships, make them feel great enthusiasm for studying English in class as well as outside class. Teachers should use
multiple speaking authentic activities to help them speak and enable them to engage in more speaking activities to give learners more chances to speak English. Furthermore, educators need to know when and how to correct the errors of learners so that they don’t become anxious of making more errors.
⁄⁗⁘⁗⁗⁕⁗‒
Brown.J. (2011). Age and anxiety and depressive symptoms: the effect on domains of quality of life. Wiley Online Library.
https://onlinelibrary.wiley.com/doi/abs/10.1002/g ps.2675.
Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37(3), 149-68. https://doi.org/10.1017/S0261444804002289. Davies, L., & Read, A. (2005). Globalising citizenship education? A critique of ‘global education’ and ‘citizenship education’. British Journal of Educational Studies, 53(1), 66-89. https://doi.org/10.1111/j.1467-8527.2005.00284.x Ellis, R. (1991). Communicative competence and the Japanese learner. JALT Journal, 13(2), 103-127.
Evans, S., & Green, C. (2007). Why EAP Is Necessary: A Survey of Hong Kong Tertiary Students. Journal of English for Academic Purposes, 6, 3-17.
always identical to their spellings. Words with similar spellings are sometimes pronounced differently because of their associated discourse. For non-native English speakers, this can create a lot of difficulties and can be frustrating when speaking English. Native speakers speak the language fluently and naturally say what they want. They may make certain errors that are syntactically incorrect, but these errors do not alter the meaning of the phrases they wish to convey, which makes it easy for listeners to understand them. However, non-native speakers' mistakes alter the meaning of the messages they want to express and cause problems (Mahripah, 2014). Motivation affects language learning. An integrated and friendly view of language learners makes learners more sensitive to the spoken language features of the language, and more sensitive to pronunciation and language accents, according to Merisuo-Storm (2007).
Communication skills alone are not enough for learners to develop their ability to communicate. The goal of speaking cannot be attained by the learner without a positive attitude towards speaking performance. Personality constructs such as anxiety, caution, and risk-taking are correlated with fear of speaking English. Learning a language can be distressing, and intense anxiety can contribute to the feeling of discouragement and disappointment of learners (Dogar2011).
Anxiety refers to both physical and emotional responses to situations, people, or expectations that arouse fear in a person (Horwitz, Horwitz & Cope, 1986). Anxiety is a cognitive phenomenon concerned with future events where there is
uncertainty about the outcome, the future being is thought of in a negative way, and this is accompanied by feelings of fear. Horwitz and Cope (1986) introduced situational anxiety and its measurement scale to second and foreign language anxiety research.
The situational anxiety refers to foreign language anxiety, which is defined as "a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process" (Horwitz, Horwitz & Cope, 1986, p. 28). Situational anxiety is distinguished from trait anxiety, which refers to individual's anxiety arousal in a variety of situations due to his/her personality traits. Anxiety can be either debilitative or facilitative. Debilitative anxiety is a kind of anxiety which is viewed as a negative factor or something to be avoided at all costs, like a feeling of test anxiety before exam (Brown et al., 2011). For example, Ueda, et al. (2004) adopted Foreign Language Classroom Anxiety Scale (FLCAS) and investigated language anxiety of Japanese university students. They identified three factors and named them “avoidance of English class”, “English class anxiety”, and “speech anxiety” respectively. Facilitative anxiety kind of anxiety that is regarded as a positive element to promote language learning, such as tensions before public speech (Brown et al., 2011). Anxiety adversely affects the oral performance of English-speaking persons, according to Woodrow (2006). With the different skills of language learners, speaking anxiety can be related to the EFL classroom.
When learners in the same EFL class are divided into two levels: advanced and beginners,
advanced level students overshadow slow and low-level students. Usually, beginner learners do not want to talk in public, resulting in silence throughout activities in the class. Suppression is the fear that keeps people from talking or doing what they wish to do. Furthermore, low self-esteem EFL learners tend to avoid taking the risk of making errors in their speaking activities, which impedes their speaking skills development (Mahripah, 2014).
‥．‵⁕⁞⁛‒
This paper reviewed several factors influencing speaking production of students. In developing the speaking abilities of learners, the elements mentioned in this paper play an important role. In EFL speaking classes, these variables cause learners to lose confidence. The findings of this paper indicate that learners with low self-esteem, high levels of anxiety, and low level of motivation, while they have reasonable language skills, have severe difficulties with their speaking skills. This paper suggests that students that are highly motivated and less nervous can speak English easily and efficiently. Students need, therefore, to provide a comfortable and welcoming community that helps them resolve oral performance difficulties. Teachers need to consider the needs of their students and feelings based on a study of the research literature, increase the confidence of learners and choose the best teaching approach for learners to continue to engage in speaking activities. Students need to feel rewarded for speaking English. With their students, teachers need to build friendly relationships, make them feel great enthusiasm for studying English in class as well as outside class. Teachers should use
multiple speaking authentic activities to help them speak and enable them to engage in more speaking activities to give learners more chances to speak English. Furthermore, educators need to know when and how to correct the errors of learners so that they don’t become anxious of making more errors.
⁄⁗⁘⁗⁗⁕⁗‒
Brown.J. (2011). Age and anxiety and depressive symptoms: the effect on domains of quality of life. Wiley Online Library.
https://onlinelibrary.wiley.com/doi/abs/10.1002/g ps.2675.
Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37(3), 149-68. https://doi.org/10.1017/S0261444804002289. Davies, L., & Read, A. (2005). Globalising citizenship education? A critique of ‘global education’ and ‘citizenship education’. British Journal of Educational Studies, 53(1), 66-89. https://doi.org/10.1111/j.1467-8527.2005.00284.x Ellis, R. (1991). Communicative competence and the Japanese learner. JALT Journal, 13(2), 103-127.
Evans, S., & Green, C. (2007). Why EAP Is Necessary: A Survey of Hong Kong Tertiary Students. Journal of English for Academic Purposes, 6, 3-17.
大学における人間形成科目としてのテニスの授業に関する一考察
野 田 達 也
＊A Study on Tennis Classes as a Human Develop Subject at University
NODA Tatsuya
＊A
Abbssttrraacctt
In this paper, after reconfirming the educational significance and educational purpose physical education at the university, the "tennis classes", which was positioned as a human development subject at our university, was developed by a program that embodies the educational goals of our own class. I would like to reconsider my practical programs to help improve the lessons in the future. In tennis classes, which are a difficult event to acquire skills, a program that promotes the improvement of the fundamental competencies for working persons is necessary in the process of acquiring skills, and the important thing to realize this is "how to make a group". I think there is. Three practical programs (Stroke practice by throwing a ball, Singles champion game on half court, Mini tennis in the arena) were presented and considered.
キ
キーーワワーードド：大学体育, テニス, 人間形成, グループ編成, 実践プログラム K
Keeyywwoorrddss：physical education at the university, tennis, human development, group, practical programs
１．はじめに
「体育実技・スポーツ実習」が人間形成科目・一 般教養科目として大学カリキュラムに組み込まれ る目的は、大学のディプロマポリシーやカリキュラ ムポリシーによって多様であるが、人間形成や知 識・教養の獲得である。体育実技・スポーツ実習を 人間形成や生涯スポーツへの導入を主な目的とし て実施するなら、当然のことながら、授業はその教 育目的を具現化するプログラム・構成によって展開 されるべきである。一般的に「テニス」は、技術習 得の難易度が高い種目とされており、授業内容が 「技術の習得・向上を目指す基本的な技術練習」や 「単なるゲームの実践」に偏りがちとの指摘を受け ることがある。では、はたしてその授業内容は、技 術練習やゲームの実践に重点を置くべきではない のだろうか。 板橋（2014）は、大学の「テニスの授業受講者」 に対するアンケート調査において、テニスの楽しさ を感じる場面は「上手く打てたとき」「ラリーがた くさんつながったとき」との回答が多かったことを 報告している。また、ラリー（テニス・卓球などで ボールを連続して打ち合うこと）をつなげるには一 定水準の技術（正確なコントロール）が必要である として、「テニスの授業では楽しみだけではなく技 術も向上させる指導力の高さが教員には必要であ る」と述べている。 金子（2002, 2005）は、技術習得に着目した著書＊理工学部共通教育群講師 Lecturer, Division of Liberal Arts, Natural, Social and Health Sciences, School of Science and Engineering
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
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