Critical Thinking and Willingness to Communicate： A Study of Japanese EFL High School Students through Debate Activities.

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(1)Criti㎝1Thim㎞㎎a㎜dWi11i㎎messtoComm㎜ic疵： A St㎜．Iy ofJ叩amese EFL皿igh Sd1ool St阯e㎜ts仙m㎜gh D曲加e Activities. 専攻. 教科・領域教育学. コ一ス. 言語系（英語分野）. 学籍番号. M081421. 氏名. 棟安都代子. The p町pose of this present study is to explor6. circumstances1ed me to speculate about the mea㎞ng of. c11…㎜ges in Japき㎜ese high schoo−students’way of. ’communication．’Given their mental deve1opment晩ge. t阯nking and willingness to communicate（WTC），in an. and numerous current topics dea1t with in ent1＝ance. EFL context，t㎞ough debate activities．From my. exammatlons，the oontent or qua11ty of‘commumcatlon’. teaching＿English experience，my beHef is that−students. shou1d be valued more thξ㎜ ever． A血er deep. should 丘nd out the meaning of1≡：ng1ish lear皿ing by. co耐emplation of舳s，my conclusion was tbat it would. themseIves，as this may 1ead to cu−tivating their. be丘。m the‘debate’that−earners come to corn1＝nunicate. individua−autoIlomy in the血ture．To fbster individual. in a rea1SenSe．. autommy in students，it is crucialIy impo市㎜t危r. There a二re plenty of the e虹sting1iterature and the. teac止ers，within曲e limited time and space avai1able to. voices丘。m the c1assroom to sugg鮒that debate. the㎜at schoo1，to prowde le鉗ners wlth opPo血mItles to. activities are very use血1曲r English1anguage1eaming−. re刑ect upon and own the puTPose and value of their. However，one can sa制y say that many teachers are. learning．. reluctant to introduce debate activities into their. If the puTPose of Eng1ish language1eafn｛ng is a. classrooms because they are not as yet certain about the. vita−Par【of our sodety’s preparationsぬr the血ture，it is. e脆。tiveness of debate activities．Thus this research also. necess町おrteacherstohave㏄rt心perspe曲vesof. aims to pmve the e脆げs of debate activitiesミ㎜d. both ‘an individuar and ‘society’ or the educationa亘. accordingly to provide them with its ◎onvincing. princip1es．To this end，teachers have to take into account. evidence．. stude耐s’presemt EFL oontext as we11 as tbeir肋仙re. In Chapter 1， theoretical and ◎onceptua1. prospects， 01−the potentia1 曲r lifも1ong 1earning， and. perspectives relating to Japanese high schoo1students are. thereby endeavor to reorganize the cur㎡cu1um or the. discussed．The丘rst section expHcates the oveπiew on. content fbr the better．. debate actMties in Japan and the reasons why these are. The two requisites町e high−ighted in this rese価。h＝. necessaワ地r Japミ㎜ese EFL high scbooI students．A丘er. c㎡tical th趾i㎎（CT）a皿d WTC．Itis based㎝my be1ief. that the de鑑riition of CT used in this thesis，the relation. that批er脳gh school graduati㎝CT and WTC㎞11. between CT amd debate aαivities，and the researches on. become much more essentia1飽r Ie砿ners who have to. CT through debate aαivities are stated．Third1y，the. live out the socie収with the nood of in酌rmation㎜d. c㎝cepti㎝ofWTC is de丘ned and the relati㎝be榊e㎝. diverse peop1e in order to succeed as‘‘αη加胞7α”物7αJ. WTC and debate aαivities is discussed quotingルた肋り”e，. c流z舳1”. α6m刎Dδr卿，在地eゐ’mCmo〃（1998）、. Through my obse耐ation of many students，t止ey. Chapter2sta航s with the two rese虹。h questions＝1）. seem to be strug望ing w舳the gap between the re創ity. How do CT and WTC ofJapanese趾gh schoo1students. （E11g亙sh1eaming飴r entr㎜ce examinations）alld the. change t㎞ough debate activities？；2）How do their. ldeal（one的roo㎜皿mcatlo冊1thothers）These. perceptions｛br CT and WTC change among the groups. 284.

(2) w舳d冊erent self−expressing abilities t㎞ough debate. 励ec伽〃9ωヴ伽馴αψ川’c〃椴re〃J堺eΨ削。梅. activities？To this end，a research design to capture the. αろnガた∫，and1＝epresents this in terms of both quantitative. e脆。t of debate−eaming丘0m va『iOus Pe「sPectives is. and qualitative d就a−In order to look into the changes of. descdbed emp−oying mixed research methods with some. some groups v＾th di脆rent se1トexpressing abilities，the. gradients．This meam that the data e1icitation 呂md. speaking testミ㎜d the w㎡ting test were be−dおr the. ミmaIysis are ca皿｛ed out丘。m a wboIe c1ass i皿to aおw. pa11；idpants・As a resu−t，they were divided into three. g1＝oups with dif胎rent se一色expressing abilities into. CluSteI＝S．. individuaIs．In this pro㏄ss ofmu1ti−1ayered㎝a1ysis，it is. The五ndings gai血ed丘。m Study3，which was the. expected to examine the tendency of subt1e and dynamic. comparison of飽。tor score，as制1ows：1）The changes of. changes of the pa111icipants through debate activities．In. the pre＿and post＿questionnaires were that C1uster1and. addition to this， the backg1’ound of 31 student. 2showed a1mo㌶the same p鮒em of ch㎜ge though the. p舳icipants，the questio㎜aire，and the pi1ot study dea1t. degree was di脆rent；2）the p航icipants ofα口ster1. with in the research are explained．. were awa1‘e of Cτconsciously or unconscious−y even. Chapter 3 comprises the data e1icitation and. bebre debate a前vities；3）Cluster3showed a negative. 8malysis of Study l and2，This chapter responds to the. response to Cr a量er debate−eaming；4）C1uster1ミ㎜d2. 丘rst reseafch question．The salient危ature of Study l is. showed p1us scoreおr厄ng伽ゐjeαm加g”πゴeウ，whi1e. to e1ucidate ‘比e o㎞g召∫ g〆励e 〃ん。’e o3α∫∫ through. C1uster3showed minus score胞r it；…㎜d5）Cluster3. debate activities qu㎜titativeIy．The data was G0Hected. may have become exc1usive fbr o1：hers’ opinion. through the37−item questionnaire and analyzed in曲。tor. perceiving stn工ggling or念ustration through interaction．. …㎜創ysis．Tbe findings here were as飾uows：the. Study4is based on the data ofthe inteπiewミ㎜d. participants seemed to deveIop Ze伽惚r伽吻noψin. ana−yzed based upon the two perceptions，that is，CT and. their 1earning， rather than Z殉e 胞ndemξγ ヴ肋g”s〃. WTC．Besides some common points，the五ndings缶。m. ’eαm雌仰e〃物〃0ee㎜m’㎜市0舳α〃α㎜帥〃07α’. the data were theおI1owing＝1）metaoognition seemed t0. ωmm”励。励。n．As a who1e the tendency of Cr was. be n㏄essaq此r leaming CT；2）the leamers who were. strengthened．0n the other hand，〃7C was rep1aced by. good at writing were more conscious about thinking. 亙ng”∫〃 ’eαrm’〃9一α㎜拓少． Another 瓜。’”sかe s吻胞ヴ. process th皇㎜the ones who were good at speaking，and3）. m肋6remained somehow，but became milder．. the gain score of WTC did not always cor1＝espond with. Study2was㎜a1yzed based onthe descriptive data，. each−eamer’change in the qu創itative data．There is. which was tbe op6n−ended pa航。f the questiomaire．. room fbr血r士her investigation about the gap belween the. Befbre debate activities，they appeared to｛bcus their. quantitative data and the qualitative one，and the relation. Eng1isb−1eaming e脆血s tow趾ds entr㎜ce ex㎝i11ations. be榊e㎝肌Candlanguageanxiety一. on1y，iπespective of their s位。ng wish to oommunicate. 固m11y， the thesis conc1udes with some. with others，They may have胞t a gap between their㎞sh. pedagogica1imp1ications危r oonducting debate a砧vities. εmd reality．However，批er debate activities，some. in the dassroom㎝d the meanings ofEng−ish language. students greatly gained the dispositions of Cr．Others. learning ibr students．. ｛㎜a1yzed 血emse1ves分。m the perceptions of their. Eng1isha舳ies．Theirgeneralco㎜ents suggestt㎞t Cτofthe whoIe class was enhanced，and t㎞ough debate ㏄tivities，〃TC of thθ p舳icipミ㎜ts was stimu−ated．. Howevぴ，it was a1so obseπed that their lamguage. 主任指導教員中田賀之. ㎝xiety was nevertheless increased．. 指導教員中田賀之. Cllapter4exp1icates Study3aIld4，w舳。b飽und. 285.

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