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シ ョン活動 を

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教育庁指導部高等学校教育指導課指導主事 高野敬三

教育庁指導部高等学校教育指導課指導主事 青山 彰

CO鯉EMS

GroupA

‑1り40﹂

4

AStudyonHoWtoTeachOralCommunication

intheNeiCourseofStudyforUpperSecondarySchools ReasonforOurStudy

SixSuggestionstoConductCommunicativeActivitiesinLargeClasses ExperimentalLessonPlans

3.lR,ole‑playingwithVideo 3.ZAnInterviewGame

3.3Leader‑controlledGroupWork 3.4ProblemSolving

3.5PresentationDealingwithCrossCultures 3.6SpIitClass

Conclusion References

23446791245

1ー▲1ームー1占‑■占

GroupB

‑⊥り白90

4

RUρ0

till

forOurStudy

IdeaonHoWtoEvaluateCommunicativeAbility Reason

AimofOurStudy An

3.1

IdeaonHowtoEvaluateListeningandSpeakingAbility CommunicativeAbility

3.2HowtoEvaluateCommunicativeAbility Results&Analysis

4.1

4.2AnalysisofEach 4.3Genera1

ResultsofThreeSchools' Itemon Analysis&Comments

EvaluationSheets

theEvaluationSheet &CommenCs

Conclusions

Suggestions&RemainingProbiems References

667780012344111112222222

1

GROUPAASTUDYONHOWTOTEACHO肌COMMUNICATION

INTHENEILCOURSEOFSTUDYFORUPPERSECONDARYSCHOOLS

1REASONFOROURSTUDY

In1994,weWillcomencenewcoursesinEnglishclasses,WhichareOral CommunicationA,B,andC.Oneoftheobjectivesofthesecoursesis"tofoster positiveattitudestowardcommunicationinEnglish".Itiscompulsoryforallstu‑

dentsinTokyototakeoneofthesecourses.Whenwestartthesecourses,however, weneedtoovercomethedifficultiesmentionedbelowthatwearefacingnow.

{1)TeachingMethod:InEnglisheducationinJapan,teachershaveputemphasison grammarandtranslationthanoncommunicativeactivities.Inhighschooland

coliegeentranceexaminations,questionsaboutgrammarandtranslationarecommon‑

lyfound.Therefore,mostEnglishteachersinjuniorandseniorhighschoolscan notavoidspendingmuchtimemakingstudentspracticetranslationandmemorize grammaticalstructures.Insuchclasses,studentsarepassiveandunwillingto speakaloudinEnglish.Theyareusedtoteacher‑centeredlessonsandsoarethe

teachers.Whenwestartthenewcourses,weshouldchangeourteachingapproach completelyandnotsticktothepreviousfixedideaaboutteaching.

(2)CIassroomConditions:Inmosthighschools,wehavemorethanfortystudentsin aclass,andthissituationwillnotchangeinthenearfuture.Sofarwehave adoptedsetlecture‑stylelessonsmostofthetime;thatis,oneteacherfacing

fortystudentslinedupinrowswholistentotheteacher'slectureandtakenotes.

Alsoteachershavestudentssitonchairsseparately,becausetheyareafraidthat iftheyhavestudentssitinpairsorgroups,studentsbecomenoisyandoutof

control.Insuchclassesitisdifficultforstudentstoimprovetheircommuni‑

cativeability.

(3)Students'Mentality:Juniorandseniorhighschoolstudentsareconsciousof theirself‑esteemandyettheydonotliketobeoutstandingamongtheirfriends.

Theseteenagertraitshinderthemfromexpressingthemselvesfreely.InEnglish classes,teacherstendtoexpecttoomuchaccuracyfromstudents.Thiscauses studentstobeoverconsciousornervousincommunicatinginEnglishinfrontof

theirclassmates.Inthenewcoursesweneedtvloosenthesementalconstraints.

̲a

2SIXSUGGESTIONSTOCONDUCTCO㎜ICATIVEACTIVITIESINLARGECLASSES

Followingsareoursuggestionstogetover nicativeactivitiesinlargeclasses.

thedifficultiesinconductingcommu一

(1)Leamer‑CenteredClass:WeneedtoreviseourteachingapProachmovingaway fromteacher‑centeredtowardslearner‑centered.Inlearner‑centeredcIasses, studentscannotbepassive.Theyareexpectedtotakemuchresponsibiiityfortheir ownlearning.Theyshouldthink,learn,practiceandconfirmbythemselves.

(2)Teacher'sRole:Inlearner‑centeredclasses,teachersshouldbefacilitators ratherthanlecturers.Littlewood(1981)hassuggestedthatthefunctionofteachers

"becomeslessdominantthanbefore

,butnolessimportant".Weneedtousemateri‑

alsandproceduresthatwillfacilitatethesmoothtransitionfromlessonplanning tosuccessfulactivities.

(3}ActivityFormat:Togivestudentsinlargeclassesmoreopportunitiestocommu‑

nicateinEnglish,groupworkandpairworkwouldbequiteeffective.Students wouldfeellessnervouswhentheyspeakinpairsorgroupsthanwhentheyspeakin frontofthewholeclass.

(4}JobSharing:Whenconductinglessonsinlargeclasses,itisbettertohave AET(anassistantEnglishteacheringeneral)asapartnerofJTE(aJapanese

teacherofEnglish).Twoteacherscanmonitorstudents'activitiesmuchmoreeffec‑

tively.Itisalsopossibletosplitaclassintotwogroupsandgivethemdiffer‑

entactivities,whichwilldoublestudents'opportunitiestocommunicateinEnglish.

(5)QrganizingaClassroom:Weshouldorganizeaclassroomtosuiteachtypeof activity(SeeFigures1,2,3).Itisalsopossibletomovedesksorchairsaside whenalargespaceisneeded.

A 丁

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‑3一

(6)valuation:First,weshouldnotputtoomuchemphasisonaccuracy.Second,we shouldnotsticktotheideathatateacherisalwaysanevaluator.Whenweempha‑

size'ateacherasafacilitator',itisimportanttodevelopstudents'abilityto evaluatethemselves.Byconductingself‑evaluation,studentscouldsettheirown goalsandworkindependentlyinpairorgroupwork.Whentheyachievethegoal, theywouldgetafeelingofaccomplishment.

Weconductedexperimentallessonsactingonthesixsuggestionswementioned earlier.Sincetextbooksfor"oralCommunication"havenotyetbeenpublished,we chosematerialsfromvarioussources.

Asforevaluation,wemadeaself‑evaluationsheetconsistingofseveralitems thatsuiteachactivity.Studentsfilledintheevaluationsheetattheendofeach lessonandhandeditintotheteacher.Thefollowingtwoaspectswereincluded amongitemsintheevaluationsheet.

Oiinguisticaspect:understanding,fluency,creativity

●behavioralaspect:positiveattitude,willingness,cooperation,leadership, responsibility

Ourexperimentallessonplanswillbeshowninthenextsection.

3F.XPERYMENTALLESSONPLANS

3.1ROLE‑PLAYINGIflTHVIDEO

(1)AimofThisActivity

QTodevelopstudents'empathywithadialogue

O2Tohavestudentscooperatepithapartnerinpracticingadialogue ManystudentsareusuallyveryshyShentheyareaskedtoactoutadialogue.

Theydonotempathizewiththedialogue.thentheyareaskedtomakeapresentation infrontoftheclass,theyappeartofeelespeciallypressuredandgustsaytheir linesinamonotonousway.Anaimofthisplanistoridstudentsofsuchshyness anddiscomfort.Inthislesson,studentsplayrolesofcharactersinamoviecalled

"Tenk

unoShiroLaputa{LoveAdventuretoLaputa)".Whilewatchingthevideo,they role‑playlikeanactor/actresswhodubsaforeignfilm.Theyonlyneedtoact orallywhiletheotherstudentsWatchthevideo,thusbringingLessattentiondi‑

rectiytothem.Thisisheipfulinremovingstudents'shynessanddiscomfort.

m

(2)Procedure

Intheprevioushour,studentscreateanEnglishversionofaone‑ortwo‑minute sceneofthemoviebasedon・theJapanesescenarioa皿dthetext(LoveAdventureto Laputa).

OOHavestudentsWatchthevideo(inJapanese)(3mins.) 02HavestudentsdoQ&Aaboutfeelingsofcharacters(7rains.)

●HavestudentslistentoademonstrationofAETandJTEwhilewatchingthe video(3mins.)

●HavestudentspracticethedialoguebyrepeatingafterAET(7rains.) QHavestudentspracticethedialogueinpairsandtrytosynchronizethelines

withthevideo(15mins.)

QHavesomepairsmakepresentations(10mins.) QHavestudentsfillintheselfevaluationsheet(5mins.)

(3)Assessment

Forthefollowingtworeasons,usingavideowaseffectiveinremovingstudents' shynessanddiscomfortinactinginEnglish.First,actingonlywithvoicewhile watchingvideowaseasierthanactingoutwithoutvideo.Somestudentscommented thatitwaseasierbecausetheywereabletoreadthecharacters'feelingsfromthe video.Second,theyseemedtoforgetshynessbecausetheyhadtobebusysynchro‑

nizingthelineswiththevideoandtheyhadtoconcentrateonit.Somestudents saidthattheyenjoyedthepracticebecausetheyfeltasiftheyWereactors/

actresses.

However,thedifficultyinsynchronizingthelineswiththevideowasalsoan obstacleinthisactivity.Somestudentspointedoutthattheyonlypaidattention tosynchronizingandWerenotabletosaytheirlineswithfeelings.Therewasa mechanicallimitationthatstudentscouldnotoperatethevideofromtheirbooths.

Ifitwaspossibleforthemtooperateit,eachpaircouldpracticeattheirown pace,andtheclasswouldbemorelearner‑centered.

(4)GeneralApplication

Wecanusevariouskindsofvideo‑tapedmovies,dramas,debates,andspeeches forthiskindofactivity.Materialsneedtobeinterestingsothatstudentswill bemotivatedtoempathizewiththem

Wecanalsousedialoguesorstoriesintextbooks.Whenusingstories,wewrite

̲5

scenariosbasedonthem.Iftherearenovideotapesattachedtothetextbooks,we canshowpicturesbyanOHP.

3.2ANINTERVIEIWGAME

Studentsdoamockinterviewbetweenafamouspersonandareporter.

(1)AimofThisActivity

QToencouragestudentstocommunicateinEnglishinpairs.

QQTohavestudentsget/giveinformationaboutsomeonethroughEnglish.

(2)Procedure

(Beforethelesson)Havestudentschooseafamouspersonandgetsome informationabouthim/her.(Fortheroleofafamousperson....HandoutA) Havestudentsmakequestionstheywanttoaskafamousperson.(Fortherole ofareporter....HandoutB)

QQGivethehandoutAandBtoeachpairandexplaineachrole.

QHavestudentsrepeatusefulexpressionsoneachhandoutafterAETandJTE.

●Giveamodelinterview.

●Havestudentsdoamockinterview,andmonitoreachpair'sactivity.

QQPickupsomepairsandaskthemtopresenttheirinterviews,andhavethe otherstudentswritetheinformationtheygetfromthepresentations.

QTelistudentstowritetheirinterviewscriptsashomework.

[TheRoleInstructions]HandoutA(Theroleofafamousperson)

First,chooseafamoussinger/actor/actress/writeraboutwhomyouknowwell.

Thenwritehis/hernameonanamecardandputitonyourclothessothat yourpartnercanseeit.TodayyouareHE/SHE.Youhaveaninterviewwitha reporteronafamousmagazine.Answerhis/herquestionsasmanyasyoucan.

Especially,youwanttointroduceyournewCD/movie/play/book.

(Eachhandoutincludesso肥expressionsusefulforasking/answeringquestions.)

(3)Assessment

Studentsareusuallyunwillingtoanswerverypersonalquestionsaboutthem‑

selves.Inthislesson,theyplayaroleofafamouspersontheyknowwell,sothey

一6一

cananswersuchquestionswithouthesitatiて 】n.Playinganotherperson,theycanget usedtoansweringpersonalquestionsinEnglish.Intheroleofareporter,they

cangetusedtoimprovisingmanyquestionsandlearnthewayofgettingvariousin‑

formationaboutonepersonItisthemostimportanttoencouragestudentstoget /giveasmuchinformationaspossible.Inthenextperiodweca.ndividetheclass intosmallgroupsanddoamockpressconference.(Eachgrouphasafamousperson and4‑5reporters.)

Duringpairwork,moststudentstriedtotalkwiththeirpartnersallin English.Theyparticipatedintheclassmoreactivelythanusual,andinthe presentationssomestudentswhoplayedafamouspersonmimickedhis/hervoiceor gestures.Thismadetheatmosphereoftheclassmorerelaxed.

Thefollowingsarestudents'comments(originalinJapanese}:

*ItwasmyfirstexperiencetotalkwithmyfriendallinEnglish .

*1wantthistypEoflessonagainandagain .

*Somepresentationswereveryhumorous,andIenjoyedthislesson.

*WhenIwasaskedtopresentourinterview,Igotnervous .ButIthinkIdida

goodjobwithmypartner.

(4)Genera,IAppiication

wecanapplythisinterviewgameforreadingstories.Forexample,inagroup, onestudentplaysahero/heroineofastoryandtheothersplayreportersandask him/hersomequestionsconcerningthecontentsofthestory.Ifwedothislessonin thestageofconsolidation,studentscanreviewwhatthecharactersdidinthestory.

3.3LEADER‑CONTROLLEDGROUPWORK

OAimofThisActivity

QTogetallstudentsinvolvedincommunicativeactivitiesbaseduponhandouts withthehelpofstudentleaders.

Q2TohaveallstudentsexchangeinformationinEnglish.

(2)Procedure

Studentsareseatedingroupsoffourtofive.Eachgrouphasaleader.

Theleader'sroleis:

QTodistributeandcollecthandoutsto/fromgroupmembers.

7

02Tohelpthegroupreviewtheexpressionsofthelastlessonusingflashcards.

Q3Tosetuppairs.

●Tomakesurethatalbofthegroupmembersknowwhattodonext 一

Warm‑up Studentsstandupandrespondphysicallytotheteacher's (Class) instructions.

ReviewExercise Theleadersmakesurethatthegroupmembersremember

(Grip) theexpressionsofthecastlessonbyusingflashcards.

Activity Theieaderssetuppairs.Eachpairisgiventwomaps.Both

(Pair) mapslacksomeinformation,whichhastobecompletedbythe mapofthepartner.Studentsgetdirectionsfromeachother andlabelallthebuildingsonthestreetmap.

Demontration Largecopiesofastreetmap(oneforeachgroup)arepinned (Group) totheboard.Themaphasnobuildingnames.Theleaders

givedirectionsinEnglish.Themembersdrawanarrowonthe

mapfollowingthedirectionsgivenbytheleader.Byfollow一

ingtheieaders'instructions,theyshouldbeabietofind outthenamesofthebuildingsandfilltheminonthemap.

一一

Self‑evaluation

Studentsfillintheevaluationsheet.

(Individual)

(3)Assessment

Inthisactivity,theroleofleadersisveryimportant.Teachersshould sharesomeareasofclassroommanagementwithleadersinordertodeveloptheir senseofresponsibility.

Witharesponsibleleader,thegroupmembersareencouragedtoparticipatein communicativeactivities.Inotherwords,traininggoalleadersisakeytosuc‑

cessinactivatingthewholeclass.

whenwehavestudentsworkingroupswiththehelpofleaders,worksheetsand teachingaidsarealsoveryimportantforthefo410wingtworeasons:First,work

sheetsandteachingaidsmakeiteasierforleaderstoattracttheirmembers'atten‑

tionandgettheminvolvedintheactivities.Second,theysupportleaders'inst一

一8一

ructions.Studentswhoareaccustomedtがteacher‑centeredlessonsfeeluneasywhen theyarenotinstructeddirectlybyateacher.Worksheetsandteachingaidssup‑

portleaders'instructionsandcantakeawaytheirgroupmembers'uneasiness.

(4)GeneralApplica.tion

Forthisexperimentallesson,theteacherchoseleadersandtheleadersformed thegroups.Theremaybeotherwaystochooseleadersandformgroups.

Materialsforthisactivitydonothavetobespeciaiones.Theymaybe chosenfromtextbooksforreadingaslongasweprepareprocedurescarefullyanduse appropriateworksheetsandteachingaidstomakethemsuitcommunicativeactivities.

Wemustnotethatweshouldprepareprocedures,worksheetsandteaching aidsverycarefullysothatleaderscanguidetheirgroupmemberswithconfidence.

3.4PROBLEMSOLING

(1)AimofThisActivity

OOToinvolveallstudentsingroupwork.

②Tohavestudentstrytosolveapr(ゐ1㎝helpingeachotherasagroup.

OOTohavestudentsspeakEnglishandexchangeinformation.

(Z}Procedure

OIExplaintheproblemthatstudentsarefacing‑‑onegirlismissingnowand thereareeighteyewitnesses.Theyhavetofoilowherrouteaccordingtothe remarksoftheeyewitnesses.

QTeachthevocabularywhichappearsinthecardsandhandouts.

Q3Dividestudentsintogroupsandgiveeightcardstoeachgroup.

●Havestudentsreadtheircards(Figure4)andtakenotesoftheirowniofor‑

mationonthemap(Figure5).

⑤Havestudentsexchangeinformationwithinthegroup,andtrytofindouther routebynumberingtheplacesanddrawingarrowsonthemap.(Wecouldlimitthe timesothatthereistheopportunityforcompetitionamongthegroups.)

(3)Assessment:Inthisgroupworkstudentsneededtodotheirtaskandexchange informationtofindtherightanswer.Sotheywereinvolvedintheactivity morewillinglythanusual.'hisgame‑typeactivityencouragedstudentstowork cooperativelyandcompeteamongthegroups.,lodgingbystudents'comments, theirbehavioralaspectwasrathergood,whereastheirlinguisticonewasnot

一9一

sosatisfactoryyet.Generallyittakestimeforstudentstogetusedtothese activities.Weneedtointroducepairandgroupworkintoclassesgraduallyso thattheycanperformsuchactivitiessmoothly.

(4)GeneralApPlication:ThisactivitycanbeapPIiedtoothercanmunicative activitieswheres加dentsneedtoreachaconclusionbysharinginformationwith cardsinagroupasfollows

QFINDOUTTHESAFEWAYonemapisgiventoeachgroup.Eaehmemberhasone cardwhichgivessomeinformationabouttheroute.Theyhavetofindoutthe safewaytoreachtheirgoa1.

OMONTAGEAnemptyfaceisgiventoeachgroup,Itissupposedtobeacriminal.

Eachstudenthasonecardwhichcontainsaneyewitness'sremark.Theyneedto cooperatetocompletethefaceandmakethemontage.

OWHERE7STHETREASURECHESTNQW?Eachgroupisgivenonemap.Theyhaveto findoutwherethepiratehashiddenatreasurechestEachstudenthasone cardwhichcontainsahintgivenbythepirate.Theythentrytofindoutwhere thetreasしrechestisonthemap.

ODISCOVERTHEROBBERThereareseveralsuspectsforonebankrobbery.Each studenthasonecardwhichhaseachsuspect'sremark.Theytrytogetallthe

informationtogether,provewhois]ying,andexposetherobber.

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一10‑一

3.5PRESENTATIONDEALINGWITHCROSS(肌T冒RES

(1)AimofThisActivity

Toencouragestudentstothinkabouttheirowncultureandtorelateitintheir oWngays,therebyincreasingtheirspeakingability.

OTohavestudentsbecomefamiliarpitheitherofthetooskits O2Tohavestudentsactoutoneoftheskitsinpairsdramatically

③Tohavestudentsaddtheiromsentencestotheseskits('plusone')

Thetwodifferenttopicstobeusedare;Japanesetraditionalculture(Origami) andoneaspectofJapaneseculturethatinfluencesEnglishspeakingcultures(Tofu burgers).Thesetopicsmaybeconsideredratherdifficultforhighschoolstudents todealwith.Ontheotherhand,presentinternationalizedsocietyforcesusto focusonthisthemeanddemandsthatweenlargeourculturalawareness.So,webe‑

lievethatweshouldteachthiskindoftopicmoreofteninclass.

(2}Procedure

Tobestachievecommunicatinginclass,weintroducepairworkandsplitclass activities.StudentsaredividedintotWOgroupstolearndifferentmaterials.

GroupBgathersinfrontofclassroomaroundAETandGroupAgathersontheopposite sidearoundJTE.Thissmallergroupingofstudentsenablesthemtospeakupinless stressfulsituationsandtoprepareforthenextstep:presentationinfrontofthe wholeclass.Afterreturningtotheirseats,'plusone'activityrequiresthemto

expresstheiropinions.Theyhaveachancetoshowtheirpersonalitiesandcreativ‑

ity.ForinstancetheycanaddtheiroWnhumororFunny'spice'totheskits.In theendtheyconcludewithaQ&Areviewtochecktheircomprehension.

FLONCHART

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一函冒【■ 冨 一冨 一̲冨 一 冨‑冨

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11

(3)Assessment

OSomestudentswerenervousandshy.Theywerenotusedtospeakinginpublic.

Speakingclearlyandloudlygasthefirstgoaltobeaccomplished.

Qltwassomewhatdifficultfarsomestudentsinpairstoputtheirideastogether andcreatesentences.Moststudentswerefrustratedbytheirlackofsufficient Englishvocabularytoexpresswhattheywantedtosayevenbyusingshortsentences.

OOAIthoughtheymemorizedtheskits,theirpresentationsintermsofdeliveryand empathyleftalittleroomforimprovement.

●Duringpairworkafewpairscouldnotorwouldnotworktogetherproductively duetopersonalityconflicts.

05Differentreactionsamongvariousclassesemphasizedhowimportantclassatmos‑

phereandstudent/teacherrapportcanbe.

However,moststudentsassessedthattheypersonallyweremotivatedtopractice hardandperformwell.Inthemoreextrovertedclasses,thestudentsfeltavariety ofemotions,fromgreatstresstothrillandexcitement.Theyenjoyedtheirper‑

formances,feelingasthoughtheywereactingorseeingareaidrama.Hardworking studentsweregladtoreceivepositivecommentsfromteachers.Asaresult,they participatedintheclasswithamorepositiveattitudethanusual.Iftheyget usedtothiskindofactivity,theymayovercomeshynessasabarriertolearning.

(4}GeneralApplication

Thisactivitycanbeusedwithothersubjects.Wecanusevariousdialogues fromtextbooks.Ifthematerialincludesinterestingorfunnyaspects,students willbetterenjoytheirpresentations.Ifweprepareeffectivepropsandsettings forthepresentaions,themotivationaleffectgillbeenhanced.Priortobeginning theprincipallesson,studentsshouldbeprovidedwithsufficientwarm‑uptime,in accordancewiththeirvariousneedsandabilities.

3.6SPLITCLASS

(1}AimofThisActivity

Togetstudentsmoreinvolvedincommunicativeactivitiesthroughmaximizing theadvantagesofeachteacher'sroleinclass:theroleofJTEandthatofAET.

(2}Procedure

Thisactivityhasbeencarriedoutmderthefollowi㎎conditions:theclass

一12

consistsofmorethanfortystudents,AE'thelpsJTE,andJTEusesaudio‑visualaids inalanguagelaboratory.Wehaveusedskits,andSPLITCLASShasbeenintroduced inthemainpartofalesson.

Afterwarm‑‑up,theclassisdividedintotwogroups:GroupAandGroupB.The samematerialisused,butteachingsettingsandapproachesaredifferent.Forin‑

stance,GroupAisfirsttaughtbyJTEWithaudio‑visualaids;{Lab),chileGroupB istaughtbyAETthroughEnglishusuallyWithsomepropsandgestures;(ActOut).

ThisisthefirsthalfofSPLITCLASSsession.Theneverythingisswitched:this timeGroupAistaughtbyAET,whileGroupBbyJTE.

Theclassgoesasfollows:

天CLASSSPLIT

GroupA (Lab) 且

Group6 (AcヒOut)

1

1 GroupB

くLab)

GroupA {ActOut)

(JTE&AE丁}智AR}{‑UP

しサ ロ    ロ サ 

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一13一

Afterfiveorsixclasses,performancedayissettothestudents.Whentheydo somepresentationinpairsorgroups,theygetsomecommentsfromtheirclassmates andteachers.

(3)Assessment

Wehavetotakecarefully‑organizedstepstocarryoutt血isactivity:eachstep shouldbesettoencouragequietpassivelearnerstogetstartedinmovingforward totheprocessofbecomingactivelearners.CooperationbetweenJTE&AETaswell asthoroughpreparationareindispensabletogetapositiveresult.Asstudentsget usedtothisSPLITCLASStypeoflesson,wethinkitpossibletohavethemchoose whichsessiontheywanttodofirst,(Lab}or(ActOut).

Ingeneral,studentsfoundthistypeoflessonexcitingandinterestingthough theysometimescomplainedthattheyhadtopreparequiteabitforthepresentation, whichseemedtobeasortofcontesttothem.Someofthemwereveryhappywhen givenencouragingcommentsbytheirclassmatesandteachers.

(4)GeneralApplication

AnykindofmaterialcanbeusedinSPLITCLASS.WhenSPLITCLASSisintro‑

ducedinanordinaryclassroom,desksorchairscanbemovedawaytomakemorespace forstudents'activities.

400NCLUSIOH

inourexperimentallessons,studentsshoedachangeintheirparticipationand attitudetowardtheclasses.Asourstudyprogressed,weconcludedthatwhatwe firstneedistochangeourselvesasteachers.Weneedtobreakawayfro皿fixed

ideasaboutteachingandstepouttoforgeneeteachers'roses.Thismustbefol‑

louredbystudents'changes.Ourstudyisjustastartingpoint.Weshouldcontinue toresearchtoverifyourconclusion.Herearetooprinciplesthatweshouldbear

inmindduringtheprocessofchangingourselves:

(1)Makechangesgraduallyandsystematically

Inlargeclasses"theeffectofuncertaintycanleadtoconsiderabledisruption, soitisimportanttostartWithwhatstudentsareusedto"{Nolasco,R.andArthur,L.

1988).Weshouldintroducepair/groupporkintoclassgraduallyandsystematically.

一i4一

Asstudentsgetusedtosuchactivities;‑theamountofEnglishthattheyspeakin classwillincrease.

(2)Continuallyencouragestudentstolearnbythemselves

Wehavetomakecontinuouseffortstodevelopstudents'independence.First,we shouldgivethemeffectivefeedbacksuchaspositivecommentsorhelpfuladviceas needed.EncouragingWordsutteredbyteachersmayaffectstudentsdramatically;

studentsmaystrengthentheirself‑‑esteemandbemotivatedtotryhardernexttime.

Second,weshouldencourgethemtosettheirowngoals,sothattheyrealizeasense ofaccomplishmentafterconductingactivities.Itisnecessaryforthemtoac‑

knowledgewhattheyhavealreadyachievedandwhattheyhaveyettoachieveinorder toworkindependentlyinpair/groupWork.

Lastlywenotethatitisnotteachersbutstudentswhoshouldbe'busy'in class.Ilowwecanmakethishappendependsonhowwellwesucceedingettingstu‑

dentsinvolvedinclassroomactivitiesfocusedoncommunicatinginEnglish.

REFERENCES

TheEnglishDepartmentofTokiwamatsuGakuen.{1991)Helpyourself{Kagensha) Frankel,1.Fox,H.andMeyers,C.(1991)Crossroads1(oxfordUniversityPress) Golebiowsk{㍉A.(1990)Gettingstudentstotalk(PrenticeHall)

Hadfield,J.(1984)Advancedcommunicationgames(Nelson) Hori,Y.andRector,P.R.(1987}LoveadventuretoLaputa(Sanyusha) Klippel,F.(1984)Keeptalking(CambridgeUniversityPress)

Littlewood,W.(1981)Communicativelanguageteaching((;ambridgeUniversityPress) Nolasco,R.andArthur,L.(1988}Largeclasses(Macmillan}

語 学 教 育 研 究 所 第15研 究 グ ル ー一プ(1991)rオ ー ラ ル コ ミ ュ ニ ケ ー シ ョ ン の 指 導 法 第5回 ビ デ オ を 用 い た 「ロ ー ル プ レ イ 」 』 「現 代 英 語 教 育 」8月 号(研 究 社)

語 学 教 育 研 究 所 第15研 究 グ ル ー プ(1992)rオ ー ラ ル コ ミ ュ ニ ケ ー シ ョ ン の 指 導 法 第13回 レ シ テ ー シ ョ ン 』 「現 代 英 語 教 育 」4月 号(職D

東 京 都 教 育 委 員 会(1992)「 東 京 都 公 立 高 等 学 校 教 育 課 程 編 成 基 準 ・資 料 」 松 畑 煕 一 、高 塚 成 信(1989)「 英 語 授 業 を 魅 力 的 に 」(大 修 館)

文 部 省(1992)「 高 等 学 校 外 国 語 指 導 資*斗 英 語 を 聞 く こ と 及 び 話 す こ と の 指 導 」

一15一

GROUPB AHIDEAONHOATOEVALUATECOMMUNICATIVEABILITY

1REASONFOROURSTUDY

MorepracticalcommunicativeproficiencyofEnglishhasbeendemandedofus.

Someprojectshavebeenformedforschoolstomeetthedemand:theintroductionof nativespeakersintoEnglishlessonshasgreatlyimprovedourlessons.Makinggood useoflanguagelaboratoryfacilitiesandotherkindsofaudio‑visualequipmentis enhancingstudents'communicativeability.

Oneproblemisthatstudentsarenotalwaysmotivatedtolearninourclasses.

Itisnotararethingatallforthemtokeepquietduringalesson:limited

vocabulary,shyness,andpreferenceforWrittentestsaresomeofthecauses.What wehavetorememberisthatinourtraditionalteacher‑centeredwayofgiving

lessons,studentsonlylistentoanddowhattheyaretold.Thesecircumstances urgeustodiscardtheconventionalmethods.Wehavetoworkoutamoreeffective approachtoEnglishlessons,Therestudentscanactivelyparticipate.AsTheRevi‑

sedCourseofStudyforUpperSecondarySchoolssays,"Tofosterstudents'positive attitudetowardcommunicationinEnglish"isofgreatimportance.

Thisiswhyourstudygrouphasconsideredthethemeofevaluation.Weshould refrainfrompresidingovertheclassroom,orbeingthecenterofit,andmotivate studentstotakepartinclassactivities.Wecanseehowwelltheyhavedonefor themselves.Webelievethateverystudenthastheabilitytodeterminehis/herown performanceinsomeactivities,andthathe/shecanbepositivelyinvolvedin assessingotherstudents'performance.Onthispoint,ourstressofevaluationis placed,notonteacherassessment,butonself‑/peer‑evaluation.

Thesetwomeansofevaluationwillhelpstudentsgainclear‑cutobjectives.

Thisappearsnottohavebeeneffectivelyachievedinteacher‑centeredlessons.

Hopefully,aresultofourstudygillbeforstudentstocommunicatemorepositively withotherstudentsandteachers.

ZAIMOFOURSTUDY

Theaimofourstudyistoencouragestudentstocommunicate.Withthisaimin mind,webasedourstudynotontheresearchoftheteachinggoalandteaching methods,butonideasofevaluation.

WebelievestudentsWanttospeakandunderstandEnglish.Therefore,itis importanttoencouragethisenthusiasm.Moststudentsstudyvoluntarilywhenthey

16一

arepraised.WhatW2intendtodothrot喀hthisstudyisnottomeasurestudents' skills,norratestudents'ability(1to5accordingtotheirabilityattheendof eachterm}.Weshouldevaluatetheirperformance:Whattheydidortriedtodo, andhowtheydidortriedtodoit.

Werestrictedourstudytotheevaluationofspeakingandlistening.Theeva‑

1uationofwrittenexaminationshasbeenstudiedandpracticed,butwehavetradi‑

tionallyavoidedtheevaluationoforalcommunicationabilitybecauseitisdiffi‑

culttosetstandardsandtofindgaystoevaluate.

However,itisobviousthatoralcommunicationisthefirstmeansofcommunica‑

tion.Itisanimportantmattertoimprovestudents'conversationability.For thispurpose,welookedfortheeffectivemeansofevaluation.Wefacedthefol‑

lowingtwoquestionsintheprocessofourstudy:

1.Whoevaluatesstudents'ability?

一一teachersorstudentsthemselves .

Z.Howdoweincorporateevaluationofbehavioralaspectswithlinguisticaspects?

一一bystressingevaluationofstudents'attitudesorenthusias叫forinstance .

Astothefirstquestion,weregardedthestudents'self‑evaluationasthemain assessment,addingittotheteachers'.Astothesecondquestion,weusedaself‑

evaluationsheetonwhichweputtheitemsforevaluatingbehaviornecessaryfor activecommunication.

Wethinkthatbyusingthisevaluationsheeteffectively,Wecanstimulatestu‑

dents'positiveattitudesinthecommunicativeactivitiesandhaveanEnglishlesson inanenjoyableatmosphere.

ConventionalMelrhods ProposedMethods

Teacher‑centered Accuracy

Grammaticalknowledge Brittentest

Student‑centered Usage

Attitude,Enthusiasm Participation,Performance

3ANIDEAONHOWTOEVALUATELISTENING」 ㎜)SPEAKING」ABILITY 3.1COMMUNICATIVEABILITY

Atfirst,wetriedtolookfortwoseparatewaysofevaluating;thatistosay,

̲X?

oneforlisteningabilityandtheotherforspeakingability.ButWefoundthat 皿anyactivities,suchasdialogue,discussion,androle‑play,containtwoinsepa‑

rableelementsoflisteningandspeaking.Therefore,Wefounditimpossibleto evaluatethesetwoseparately.Instead,wedecidedtoevaluatethemas"communi‑

cativeability",whichincludesbothlisteningandspeaking.

"Comm

unicativeability",or"communicativecompetence",istheabilitynotonly toapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrect sentences,butalsotoknowwhenandwheretousethesesentencesandtoWhom.

Communicativeabilityincludesknowingspeechrules,knowingfunctionandregister ofthelanguage,aswellastheknowledgeofthegrammarandvocabulary.

Basedontheseideas,wetriedtodesignchecklistssothatapersonwhoevalua一し

tescanobserveandmonitorstudents'progress.

3.2HOWTO肌 鵬TECO㎜IC訂m肌1買

Inthissectionwewilllookatsomepracticaltechniquesforevaluatingthe communicativeabilitydescribedintheprecedingsection.Firstofall,whoeva‑‑

luatesstudents'progress?Itisnotfeasible,particularlyinurgeclasses,for

oneortwoteacherstotestalllearnersthroughinterviewperformance .Moreover,

itisnotsuitabletokeepthetraditionalteacher‑centeredconcept,asourrecent

communicativelanguageteachingisbasedonalearner‑centeredconcept .Insucha

situationitisusefultoinvolvelearnersinevaluationbyteachingthemself‑/

peer‑evaluationtechniques.Inaddition,what"evaluation"meanshereshouldbe strictlydistinguishedfromwhatwecall"rating".Ratingisagradebasedonthe resultsoflearning(testresults,homework,etc,),whereasevaluationisameans forencouragingstudentsindividuallyatdifferentstagesintheprocessoflearning.

Secondly,wewill,forthemostpart,excludegrammaticalandvocabulary‑based competencefromthechecklistsbecauseweJapaneseteachersofEnglishhaveputtoo muchstressongrammar‑basedaccuracy.

Thirdly,wewillemphasizestudents'willingnessoreagernesstolearnthe IJnglishlanguageinlessons,WhichhasbeenalmostignoredbymostteachersinJapan whenevaluatingandratingstudents.

Afterconsideringthis,Wemadetheformofachecklistforself‑/peer‑

evaluationcomprisingtenitemsasfollows(originalforminJapanese}:

1.Couldyouunderstandtheteacher'sdirectionsinEnglish?

2.Didyouspeak/trytospeakEnglish?

18一

345678901

Couldyourespondwithashortans・wer?

Rasyourattitudetowardthespeakerappropriate?

Couldyouuse"today'skeysentences"fluently?

DidyoutrytomakeanadditioI】alutteranceafterashortanswer?

Couldyougiveyourpersonalopinionsorimpressions?

CouldyouunderstandWhatthespeakerssaid?

Didyoutrytorecognizethesocialsituationinrelationtotheother?

DidyouenjoycommunicatinginEnglish?

Toindicatethedegree賀esetthreedifferentlevelssothatstudentscould

circletheapPropriatenumberasfoIlows:

1‑unsatisfactory2‑average3‑outstanding

SELF‑&PEER‑EVALUATIONSHEET

購 月 日 時 限 自 分 の 評 価 相 手 の評 価

あまりでき なかった

まあまあ よくできた あまりでき なかった

訪 まあ ^{よくできた}

1 先生の英語の指示が理解できましたか? 1 2 3 * * *

2 英語を話し糺 たか? 1 2 3 1 2 3

3 英語で答えられましたか?(単 語一語でよい) 1 2 3 * * *

4 聞億 麗 できていましたか? 1 2 3 1 2 3

5 「今日の麦現」を使う事ができましたか? 1 2 3 * * *

s 英語で詳しく話をする事ができましたか? 1 2 3 1 2 3

7 英語で自分の意見・憲想を述べる事ができましたか? 1 2 3 * * *

8 相手の話の内容が理解できましたか? 1 2 ¹ 3 1*

* *

9 相手の立場を考えて会話ができましたか? 1 2 3 1 2 3

10 相手と英語で楽しく会話をする事ができましたか? 1 2 3 1 2 3

7

感想

CLASSNO 自分の名前1 相手の名前

一19一

4RESULTS&ANALYSIS 4.1RESULTSOFTHREESCHOOLS'EVALUATIONSHEETS

自 己 評 価 項 目 別 集 計 分 布 表F高

%%覧σ鱒%鮮角げβ%覧%%OOAuハUσσOnuOoAUO98〒35432ー

1234

他 人 評 価 分 布 表F高

5 6 7 8 9 10

%‑覧%%%瓢%鶉%OQOOOOOOOOgB?65433 %001 垢%%弘%瑞鴇覧%OOOOOOOOO93?65432互

自 己 評 価 項 目 別 集 計 分 布 表 ^S高

一20一

100%

自 己 評 価 項 目 別 集 計 分 布 表

90%

SQL

70%

60%

50%

90%

30%

畿

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他 人 価

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高

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o瓢

studentswhochose3‑{outstanding},white,

Wearesurethatyoucanrecognizechangesofself‑evaluationclearly. 

gay,Wehaveshownthedataofpeer‑evaluation.

weselected5items(thenumbers2,4,6,9, itemsarecloselyrelatedtothepartners'

HOA'TOINTERPRETGRAPKS

Wecollectedthedataofthree differenthighschools.Fromleftto right,thenumberslto10shoalthe itemslto100ntheself‑evaluation sheet.Eachitemhasthreedifferent segments,whichshowthreedifferent trials,1stto3rd,lefttoright.Each segmentincludesthreedifferentcolor parts;thatis,black,whichshoals

2‑(average),andgray,1‑(unsatisfactory).

Inthesame Outof10itemsofself‑evaluation, and10}tobeevaluatedbecausethese willingness,eagernesstolearn.

4.2ANALYSISOFE盗CHITEMONTHEEVALUATIOHSHEET&CO㎜TS

Item‑1AslongasteachersexplainedthedirectionstostudentsbathinEnglishand inJapanese,moststudentsseemedtounderstandwhatteacherssaid.Itisvery importanttohavestudentsunderstandfullyWhattheyaretodoinalesson.

Item‑2,3Moststudentsseemtohavehadaconversationpiththeirpartners,evenif theycouldnotsaymuch.TheytriedtorespondtoeachotherinEnglish.We canlookuponthisbehaviorastheparticipationofstudentsinalesson.This

一21

1sencourag1㎎.

Item‑4Mostly,students'attitudestowardthespeakersWereappropriate.Butto thosewhoarenotalwaysattentiveintheactivities,thisitemWouldbeagood Warning.

Item‑51tisimportanttoteachstudentshowtopronouncethekeysentencesby Writingthemontheblackboardbeforestudentsusethem.thenthesentencesare

intheformofquestions,teacherscaneasilydemonstratetheirusage,and conversationsbetweenstudentsseemtogosmoothly.

Item‑6,7Studentsevaluatedthesetwoitemslowerthantheotherssimplybecauseit Wasdifficultforstudentstomakeadditionalcomments,giventheamountof Englishthatthey㎞ow.Inthiscase,itisimportanttointereststudentsin speakingEngiish.Ifteachersuseaninterestingandup‑to‑datetopic,they willtrytospeakmoreactively.Inaddition,itisadvisabletoshowstudents

thewordsandsentencesreferringtothetopicandtopracticethem item‑8Studentstendedtocompromisebyhavingaconversationpitheachotherin

Japanese.Therefore,itisdesirabletoencouragethemtocommunicatein English.Moreover,toseewhetherornotstudentsunderstandthespeakers,it

isagoodideatoreviewthelessonbyusingtrueorfalsequestionsconcerning thetopic.

Item‑9Studentswereapttomisunderstandthequestion,"Didyoutrytorecognize thesocialsituatioliinrelationtotheother?".Therefore,teachersmustex‑

plainthemeaningofthisquestiontostudentssufficientlybeforeevaluation.

Item‑10MoststudentsseemedtoenjoycommunicatinginEnglish.Theaimofevalua‑

tioninthisitemisnottoevaluatespeakingski11,buttoevaluatewhetheror notstudentshavefunbyusingEnglish.Accordingly,teacherscanregardthis asanevaluationoftheTholelesson.

Finally,whenstudentswritedowntheirimpressionsaboutalesson,teachersareex‑

f"1tomakecommendsonthem.Weshouldusethemforimprovementofourlessons .1

4.3GE㎜ANA]LYSIS&COMMENTS

(1}Themoreaccustomedstudentsweretoself‑evaluation,thebettermarkstheygot.

(2)Gradelgraduallydecreasedinthethreetrials.

{3)Self‑evacuatingseemedsubjectiveandindependentofformerexperiences.It dependeduponeachlesson'sleveloratmosphere.

(4)Welladthetimetoself‑/peer‑evaluateattheendofaclass.EValuation

一22一

sheetsweremadesothattheycouldbefinishedinaboutfiveminutes.Inthe firsttrial,ittookthemovertenminutestofinishitall.Butwefoundthat themorestudentsgotusedtoself‑/peer‑evaluation,thelesstimeittookthem.

Inthethirdtrial,theyfinallymanagedtofinishitwithinfiveminutesorso.

(5}Studentswerenotaccustomedtoself‑(peer‑evaluation.Itgastrulynecessary forteacherstoshopstudentshoWtoself‑/peer‑evaluate;thatis,toexplain thescaleoryardsticktothemindetail.

(6)Somestudentstendedtoevaluateothersmoregenerouslythantheyevaluated themselvesbecausetheyhadnoconfidenceinPeer‑evaluation;theywereafraid ofbeinghatedbythe童rfriends,ortheyweremodest.Itisatypicalattitude towardothersforJapanesepeople,so‑called"ENRYO"(hesitationorshyness aboutconfessingwhattheyreallythink).

(7)Itistruethatgoodstudentsgenerallyunderestimatethemselves,whereas studentswhoarenotgoodatEnglishhaveatendencytooverestimatethemselves.

ThereasonwhystudentswhoaregoodatEnglishgavethemselvesworsemarkswas thattheyweremodest,aswementionedaboveinResult(6},andtookevaluation itselfintogreatconsideration.Thisresultedintheirunderestimation.On thecontrary,thosestudentswhoarenotgoodatEnglishmayhaveexpectedthat teacherswouldgivethembettermarksiftheycheckedasmanyGrade3sas possible,mainlybecausetheyhadhadbadmarksintheusualexaminations.It

isnowonderthattheyoverestimatedthemselvesinordertogetbettermarks withoutmucheffort.

(8}As(7}indicates,itisimpossibletocomparestudents'gradesofself‑

evaluationwitheachother.Therefore,wecannottransfertheseresults easilyintorating.

(9}Slowlearnerswereencouragedtotrytospeakalittlebythemselves.

(10)Studentsdidnotpaymuchattentiontotheirpartners'feelings.Wehaveto shoaltheimportanceofthesocialsituationinrelationtotheother.

500NCLUSIONS

Inthisstudywehavetriedtothinkabouthowtoencouragestudentstoconmau‑

nicateinEnglish.wethinkourchecklistsforself‑/peer‑evaluationwereeffective asshownbytheresults.Moststudents,evenslowlearners,triedtocommunicatein English.Throughself‑evaluation,Weexpectedstudentstohaveachancetoreflect uponthemselves,setsomegoalsappropriatetotheirability,andthentryto

一23‑一

achievethesegoals.Ourtrialenabledstudentstodothis.Also,throughpeer‑

evaluation,studentsseemedtodevelopagoodrelationshipwiththeirpartners.We observedmoststudentscooperatingwitheagerness.Forexample,theypointedout theirweakpointsandencouragedeachother.

Theconceptofstudents'motivationtolearn,whichwehaveintroducedinthe evaluationsheet,mayalsobeusefulfortheestablishmentofanidealandnew conceptofrating.Herearetwoconclusions:

1.Throughseif‑/peer‑evaluationstudentscanrecognizetheirownstrongandweak points.Teachersarealsoabletochangethewayhowtheyevaluatestudents' abilities.

2.Makinggooduseofaself‑/peer‑evaluationsheetattheendofaclasscanmake studentsmoreactivethanbefore.Weshouldmakeuseofthedatafromthese sheets,evenifitisatime‑oonswningtask.

6SUGGESTIONS&REMAININGPROBLE囲 1.Itisabigproblemtoratestudents.Evaluationisdifferentfromrating,aswe

repeatedlymentionedabove.Evaluationshouldbeusedasencouragementfor students.

2.Wemustdeviseabetterwaytoassociateevaluationwithrating.

3.Itistroublesometoanalyzethedatafromthesheets,butweshouldhavetimeto self‑/peer‑evaluateduringclass.Itisausefultoolforimprovingourlessons.

4.Evaluationtimeshouldbekepttoaminimum.Weshouldspendmuchtimehaving studentsdocommunicativeactivities.

Finally,inthisexperimentofourswehavenottakenintoconsiderationhowto makeuseoftheresultsofself‑/peer‑evaluationintheratingofeachstudent's Englishproficiency.Thisproblem,whichiscloselyrelatedtoourthemebuthaving diffeventaspectsfromourconcern,showldbefurtherdiscussedandexaminedunder differentconditions.

REFERENCES Longmandicti̲onaryofappliedlinguistics(1985)

J.C。Alderson(ed)(1985)Evaluation(PergamonPress)

DavidNuna.n(988)Thelearner‑centredcurriculum(CambridgeUniversityPress)

東 京 都 教 育 委 員 会(1992)「 東 京 都 公 立 高 等 学 校 教 育 課 程 編 成 基 準 ・資 料 」 文 部 省(1992)「 高 等 学 校 外 国 語 指 導 資 料 英 語 を 聞 く こ と及 び話 す こ との 指 導 」

‑24一