英語短期集中プログラム報告

全文

(1)Title. 英語短期集中プログラム報告. Author(s). 猪井, 新一; THOMAS, Jaques. Citation. 北海道教育大学紀要. 教育科学編, 54(1): 57-69. Issue Date. 2003-09. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/305. Rights. 本文ファイルはNIIから提供されたものである。. Hokkaido University of Education.

(2) 北海道教育大学紀要（教育科学編）第別巻第1号. 平成15年 9一月. JournalofHokkaidoUniversityofEducation（Education）Vol．54，No．1. September，2003. ImplementinganEffectiveand肋rdableIn−houseIntensiveEnglishProgram INOI，Shin−ichiJAQUES，Tho・maS DepartmentofEnglish，AsahikawaCampus，. HokkaidoUniversityofEducation. 英語短期集中プログラム報告猪井新一トーマス・ジュイクス. 北海道教育大学旭川校英語科教育研究室. 1．lntroduction. Inthisarticlewereportonathree−dayintensiveEnglishtraiIlingprogramofEbredtoEnglishma− JOrSattheHokkaidoUniversityofEducationatAsahikawa．TheprogramtookplacefromthemornlngOf. OctoberlOthroughtheafternoonofOctober12，2002，attheTaisetE；uZanInstituteofScience，Hokka. UniversityofEducation，Asahikawa，WhichisakindofuniversitymountainretreatatthefootofM. Asahi．TheparticipantsconsistedofnineEnglishmajors（onepost2Taduatestudent，tWOthird−yearStu−. dents，andsixfourth−yearStudents）andthreeleaders（twoJapaneseandoneAmerican，allEnglishDe− partmentfacultymembers）．Theprogramwasaimedatenhancingstudents，Englishproficiencylevels. byengaglngthemin active andsustainedinvoIvementin anentirelyEnglish−SPeakingenvironment．. Japanesewasnotallowedtheentiretime；Cellphoneswereeventu］rnedoffallthreedays．Wewouldlike. tonoteherethatduetoavarietyoffactors−Student，mOtivationbeingnottheleastofthese−itw. quiteeasyfo1lowlngtheEnglishonlypolicyFromthefirstthinginthemorningonthe dayweleft，. throughthetimewereturned，andveryminuteinbetween，Students spoke，read，andwroteEngli. Only．. Thestudents，thougharelativelymotivatedandadvancedgroupoflearners，haveasharedattribute. WiththevastmaJOrityofotherJapanesecollegestudents：theyhavestudiedEnglishsinceJuniorhigh SChool，yettheycanstillnotspeakitwithcon伍denceorfluency．Theirlackofconversationalfluency，We believe，isduelargelytothewaytheyhavestudiedEnglishinthepast；thatis，bylearningmanyofthe. formalisticgrammaticalrulesofthelanguagebutwithoutactivelyinteractingwithpeersandmaterials inreal，meaningfu1communicativesituations．HelenUchidaputsitthisway：“Englishispresentedand PreSCribedthroughgrammaticalrules，andJapaneseteachersofEnglishteachinJapanesetoexplain therulesandthegrammar．Thesystemlendsitselftowrittentestsandverylittleifanyinteractionin. English．Whatthismeans，inessence，isthatthepurposeoflanguageacquisitionisinmostparts 57.

(3) INOI，Shin−ichiJAQUES，Thomas. fbatedbefbreitbeginsbecausestudentsaregivenalmostnoopportunitiestothink，SPeakorinteractin English’’（“WaitingfbrtheEnglish‘Revolution．’”77LeDai抄％miuri．Friday，March21，2003，p．10）． Inrecentyearstherehas beenanincreasingdemandfbrJapaneseteachersofEnglishtohavea. StrOngCOmmandofEnglish，Particularlyoralcommunicationabilities，SOthattheycanmoree鮪c. teachtheirJuniorandseniorhighschooIstudentsEnglishcommunicationskills．Allofourstuden. tendtobecomepublicschoolteacherswhentheygraduate，SOitisourduty，Webelieve，tOpr. fbrthistask．Infbct，theJapanMinistryofEducation，Culture，Sports，ScienceandTechnolo. nounceda“strategicplantocultivate‘JapanesewithEnglishAbilities’”（July，2（）（）2），Withthe drasticallyimprovingEnglisheducationinJapan．TheMinistryhassetthetargetsofEnglishproficiency. levelsofEnglishteachersequivalenttoSTEPsemi−firstlevel，TOEFL55Opoints，OrTOEIC. TheMinistrywillalsoprovideintensivetraining■fbral16Othousandjuniorandseniorhighschoo. 1ishteachersthroughoutafive−yearplantobeimplementedfromtheschoolyear2003．Wecanclear. thatverycompetentJapaneseteachersofEnglishareurgentlyneededatJapanesesecondaryschooIs．It therefbremeansthateducationalinstitutionssuchasouruniversity，Whichhasthesocialobligationto. trainandeducatefutureJuniorandseniorhighJapaneseteachersofEnglish，areeXpeCtedtoplaya. POrtantrOleinimprovingourstudents’Eng】ishproficiencylevels，eSPeCiallytheiroralEnglishcom. Cationabilities．Inthisregard，Webelievethatourthree−dayintensiveEnglishtrainingprogram，t Smallinscale，WaSVerytimelyandsignificant．. Below，We eXamineourprograminthecontextofthewiderdiscourse onintensivelanguage pro. grams；thenwedescribethepre−PrOgramSeSSions；thisisfbllowedbyadescriptionofthethree−daypr. gramitself；finally，WeeValuatetheprogrambyanalyzingtheparticipants’responsestoaquestionna. andtheiressays．. 2．SomeTheoreticalConsiderationsofIntensiveLanguageStudy. Animportantissuewhichneedstobeaddressedcanbebetterunderstoodbyansweringtheques−. tions，Whatisanintensivelanguagelearningprogramandwhyaretheysoef鞄ctive？Thereisasubs. tialbody ofliterature on the subject，Which shows thatintensivelanguagelearning experiences are amongthe mostbeneficialmethods ofassistingstudentsin acquiringa secondlanguage．Astudyby. LightbownandSpada（1989），fbrexample，argueSthatstudentsexposedtoaperiodofintensives asecondlanguageshowgreaterprogressthanstudentsexposedtothesamenumberofhoursofinstruc−. tionbutspreadoutoveralongertimeperiod．Morespecifically，intensivelanguageeducationis. as an enrichmentofa coreprogrambythe creationofaperiodofintensive exposure to thelanguage whichenablesstudentstoreceiveslgnificantlymoreinstructionaltimethanthatnormallydevotedtoit．. Wecan，however，galnaClearerunderstandingofwhatintensivelang■uageprogramsarebyloo. atbothsubmersion andimmersion programs，aStheyallshareacommonpurposeandhavebeenth. oughlystudiedanddebatedbyresearchersaswellassubstantiallyinvestedinbycommunitiesandin−. Stitutions oflearning．Submersionprogramsdif托rin animportantrespect丘omimmersionprog. Andintensivelanguageprogramsdiffbrfrombothimmersionandsubmersionprograms；inintensive. programs，1ittleattemptismadetoachievesubject−matterOutCOmeS，0nlylinguisticones“．．．an 5日.

(4) ImplementinganEffbctiveandAfn）rdableIn−houseIntensiveEnglishProgram. tionofsubject−matterisincidental”（NettenandGermain）−Whileimmersionandsubmersionpro− gramsarecommittedtosubject−matterOutCOmeS．. Animportantandnon−trivialissuewhichparents，educatorsaIldpolicymakersareconcernedwith. iswhethersecondlanguagelearninghas apositiveornegative∈騰ctoncognitivedevelopmentan. WhethersecondlanguagelearninglmPaCtS，eitherpositivelyorneg・atively，firstlanguageliteracyskil. （cfLambertandTucker；1972；SwainandLapkin，1982；Verhoeven，1994；etal）．Theconcernisthatstu−. dents，firstlanguageskillsmaydiminishassecondlanguageskillsimprove・Addresslngthatverycon−. Cern，mOStOfthestudiesconfirmCummins，（1976）thresholdhypothesis，Whichstatesthatstudentsinim− mersionprogramsreachafunctionalbilingualismintheirsecondlanguagewithnolosstotheirfistlan− guageski11s，ifandwhentheyhavealreadyreachedathreshold（sufncientlyhigh1eveloffluency）in. theirfirstlanguage． Lambert（1964）coinedtheterms“subtractive”and“additive”bilingualism．Subtractivebilingual− ismoccursincaseswherefirstlanguageski11sarediminishedassecondlanguageskillsincreaseandre−. Placefirstlanguageskills・AprototypicalexampleofthisistheexperienceofimmlgrantMexicanchil−. drenintheUnitedStateswhoaresubmersedinEnglishlanguageeducationbeforetheir丘rstlangua （Spanish）1anguageskillsaresufficientlydeveloped．Thetragedylbrmanyoftheselearnersisthatthe Submersionexperienceleadstoakindof“semiqlingualism”（Skutnabb−KangasandToukomaa，1976），. Wherethechildrenprocessdeficienciesinbothlanguages・Submersionprogramshaveanegativee恥ct Onthedevelopmentofminoritychildren“byeliminatingtheirfirst」1anguage，Weakeningtheircultural. identityandputtingthematriskinacademicachievement．．．”（Bournot−TritesandTellowitz，2001，P. 6）． ThesituationisdifEbrentinimmersionprogramswherethelearnersfirstlanguageisthemaJOrity language，WhichisthecasewithEnglishspeakingstudentsenteringFrenchimmersionprogramsin. Canada，forexample，OrJapanesestudentsparticipatinglnanintenSiveEnglishprograminJapa. thesecases，theresearch，forthemostpart，reVealsthatadditivebilingualismoccurs（secondlang. Skillsimprovewithoutdiminishingfirstlanguageskills）．“．．．1anguagemaJOritychildreninforelgnlan− guageimmersionprogramshavebeenshowntobenefitfromextendedintensiveexposuretotheforelgn. language・TheCanadianresearchclearlyshowsthatimmerslngChildreninaforelgnlanguageisnotdet−. rimentaltolearnlngCOntentmaterialinthatlanguage，aSlongasthehomelanguagecontinuestod. Velopandissupported”（Genesee，1987．http：〟wwwncela．gwu．edu／miscpubs／ncrcds11／epr5．htm）．Signifi− Cantly，firstlanguagecompetenciesofsecondlanguageimmersionstudentsareenrichedwhencompared togroupswhohavebeenschooledintheirnrstlanguageonly；Submersionstudentssufrbrdiminished firstlanguageskills・WewouldliketosuggestthatinintensivelanguagelearnlngPrOgramS，SuChas OurS，Studentbene丘tsparallelthoseinimmersionprogramsinseveralimportantrespects，Whiledi鮎r−. ingonthesamepointsfromsubmersionprograms，andtherefore，WeShouldinvestmoreenergy，at. tion，andtimetodevelopingintensiveEnglishlanguageprogramsforJapanesestudents．. 3．PreliminarySessions. Twopreliminarysessionswereheldoncampusbefbrethethree−daytrainingprogramstarted．One 59.

(5) TNOI，Shin−ichiJAQUES，Thomas. wasarecIPePreSentationsession・ForpragmaticaswellaspedagoglCalreasons，Wehaddecidedt. thestudentscookallthemealsduringtheprogram，Whichwethoughtwouldprovidethemwithagreat. dealofopportunitiestolearnpractical，eVerydayEnglish，includingwordsfbrkitchenutensi. idiomaticexpressionsassociatedwiththoseutensils，Variousfbods，andcookingprocedures，. Englishinpreparingthemeals．Wealsoexpectedthatthishands−OninvoIvementwouldstim. senseofimportanceandinvoIvement−akindofempowerment，ifyouwill冊ineachandeverystuden. Wedividedthestudentparticipantsintothreegroups，eaChofwhichwasrequestedtopreparetwomeals. duringtheprogram・BefbrethereclpePreSentationsession，eaChgrouphadmetseveraltimestod. inEnglishwhattocookandwhatfbodtobuy（theyhadtheirEnglishrecipescheckedbyanativespeaker. ofEnglish，OneOftheauthorsofthepresentarticle．）Duringtherecipepresentationsession，. placethreeweeksbefbretheprogram，eaChgrouppresentedinEnglishtotheothergroupswhatthey wouldcookfbrtheirmealsandtheexactcookingproceduresinvoIved，includingtheamountsofallthe ingredientsandsuch，andtheninvitedquestionsfromtheaudience・. Theotherpreliminarysession，furtherdividedintotwosub−SeSSions，WaSuSedfbrpracticingsp. expressionsfbrdirectionsandlocations・Twoone−hourclasseswereheldjustaweekbefbretheprogram. aimedat“reminding”theparticipantsofandfurtherfhmiliarizingthemwithEnglishexpressionsfbrl. cationsanddirectionssuchas“［A］isonthetoprightcorner”and“Gooneblocknorthandturnl. BStreet．”webelievedthat，thoughtheseexpressionsseemtobeeasytounderstand，OurS. notpreviouslyabletousethemaccuratelyinactualcommunicativesituations・Wewantedthestud tograspthestructuresofthoseexpressions，aSWellashavetheopportunitytopracticeusingthemin. seml−guided，Semi−StruCturedcontexts，befbreusingthemmorenaturallyduringtheintensiveprog. Inoneactivity，StudentsworkedtogetherinpalrS；StudentAwasglVenaPicturetodescribetoSt. B；StudentBdrewthepicturefromStudentA，sdescription・ThechallengefbrAwastodescribeth. tureaccuratelyenoughfbrBtoreproduceit．ThechallengefbrBwastocomprehendthedescriptionwell. enoughtodrawareasonablefhcsimileoftheorlglnal・Theaccuracyoftheircommunicationandcom. hensionwasimmediatelyverifiedbycomparingStudentB，sdrawingwiththeorlglnalpicture・Th. goglCaladvantageofthisimmediatefbedbackiscomplementedbytheamusementofthestudentsas. theycomparetheartisticaccomplishmentsofthevariousclassmembers・ 4．lntensiveEnglishTrainlngProgram. Tablel（below）showstheprogramschedule，Whichwasmostlyplannedbythethreeleaders・W. cidedtotaketheleadinmakingtheschedulethistimebecausethisprogramwastheveryfirstattempt. everdoneattheAsahikawacampusoftheHokkaidoUniversityofEducation．Numbers①to⑬in bleindicatetheactivitiesdoneduringthethreedays・Mostofthoseactivitiesaredescribedbelow・. ①TravelGamesandActivities：. Again，fbrpragmaticaswellaspedagogicalreasons，Wehadthestudentsdecidewhattod. †† ourone−hourbusridetothemountainlodge・Forexample，theyplannedanddida“word−Chain game，in. whichaparticipantbeglnSWithanEnglishwordbeglnningwiththeletter“A，”andthenextparti 6（）.

(6) ImplementinganEf粘ctiveandAffbrdableIn−houseIntensjveEnglishProgram alsoproducesanotherwordbeginningwiththesameletter．Thisgoesonuntilalltheparticipantshave. takentheirturnproducingsuchwords．Inthenextround，eaChparticipantproducesawordbeginn. withtheletter“B．”ThosewhofailtoproduceaB−WOrdarelosers．（Losershavetosingasong．）Though. thisgamewassimple，alltheparticipantsenjoyedit．Herewewouldonceagainliketounderlinea. importantaspectoftheplannlng，preSentation，Participation，andcommunicativecomponentsofthisac−. tivityandeveryotheractivity：theywerealldoneinEnglishonly；andthoughwestipulatedthatstu−. dentsspeakEnglishonly，theyrequirednopolicingwhatsoevertokeepthemontrack．Onthetripb attheendoftheprogram，WeSanganumberofEnglishsongs．. ②and⑦shortDialogues：. Severalmodeldialogues，Whichwethoughtwerelikelytooccurduringthethree−dayprogram，Were presentedtothestudents．AfterpracticingthosedialoguesinpalrS，Studentswereencouragedtocommu−. nicatewitheachother，uSlngthesentencestructuresofthemodelswhilesupplyingtheirowninforma−. Table1 2002IntensiveEnglishTrainlngProgTamSchedule Oct．10，THU. Oct．12，SAT. Oct．11，FRI. 7：00 Cooking. 7：00 Cooking. 7：45 Breakfhst. 7：45 Breakfast. 9：00（釘Presentationof. 9：00 ⑪presentationof. 8：30 Meetatschool 9：00 Departure. ShortStories. （∋TravelGamesand Activities. 10：15. ShortStories lO：15. Break. 10：30 Arrivalatthecabin. 10：30⑦shortDialogues. 10：30 ⑫Games. 11：45. 11：45. 11：00 ②shortDialogues. 12：00 Lunch（1unchbox）. Cooking 12：30Lunch. 13：00③spatialExpressions 14：30. Cooking 12：30 Lunch 13：30 Cleanlng. 14：45 Break. 14：30 Departure Break. 15：00 ④AgonyAunt. 15：00（9Games. 16：30. 16：30 Break. 16：00 Arrivalatschool. Break. 17：00 Cooking. Cooking. 18：00 Supper. 18：00 Supper. 19：30 ⑤Games. 19：30 ⑲Drama＆Games. 21：00. 21：00. 21：00 Bath. 21：00 Bath. 22：00. 22：00. 61.

(7) INOI，Shin−ichiJAQUES，Thomas. tion．ThefbllowinglSOneOfthosemodelsused，inwhichthestudentsweretoprovidetheunde PartSWiththeirowninfbrmation．. A：CouldIaskyouafbvor？ B：Sure，Whatisit？. A：Well，Weareallbusy地垂g旦里由裏革塑．So，Iwaswonderingifyoucouldprepared皐些些し担f. allof−us． B：IwishIcould，butIcan’t1．！麺9セt堕迫i幽担g！室垂・. ④and（むSpatialExpressions：. Wecontinuedtopracticespatialexpressionsfbrdirectionsandlocations，Ofthesortwepracticed. duringthepreliminarysession，duringtheprogram・“PintheNose”wasoneofthegameswediddu. these sessions．A”fhce’’wascutoutandtapedtothewhiteboard．Eachplayerwas blindfbld. aroundthreetimes，anddirectedtowardthewhiteboardwhileteamrnembersgavesuchcommandsto. theplayeras“Threestepsfbrward，”or“Liftyourrightfbotabit，”andsoon・Whentheplayerreach. thewhiteboard，he／sheputtheeyes，thenose，Orthemouthonthefhce・Alltheparticipantsto Players．. u〕AgonyAunt：. Studentsweredividedintothreegroups，threestudentstoagroup・EachgroupwasglVenataSk. workascounselorstoanadvice−Seekingperson・ThefbllowinglSaneXampleofoneoftheletterss advice，Citedfromtheinternet．. Dear Hillie. ／り／′リ／r＼川／・‥，／．／り／ノ（／／り川川／川＝＝〃川．㍗ト＼・州′・−！一／−／J′＝川り／J．／／ノりJ・−、／川＝廿〃／＝／・／；り・・∫．ごハ／＝〃／．／‖′′川′′刷・／′川＝／′−・／．・−／ヾり／H…／仙・．〃′川・′・ヾ州‥・り／−イ′／′川…、げり…／仙′／′‥／′・・1川、・／…／′州／′・1ごり…／／／．・／：／／＝′・．・／川．・−／／′．・／H／い・J‖・小／．う．√川（／バハ＝／川・川、／人リぃりJ・／′り‖・／／i・−ノーJ／刷／／／／り：J／／′川／．・′／−・ヾり／い′′／／／川．・／／／√／／バ／／．・／．リ′川、（’‖J／／．／＼川／…／J・ノバ「／り−・／ノ川J・／−一／−〃／／げ／／／＝J・一・／／…／／…／ノ．ぺ‖／／／Jヾ′／古／′J＼・川川岬‘・／り／／／／J／．＝一／山一「＝＝／川り／．. Eachgroupdiscussedtheprobleminanattempttofindasolution・Afterdiscussingtheirproblemf. proximately30minutes，thegroupstookturnspresentingtheirsolutions・Theentiregroupthen cussedthetopicfurther．. ⑤Games：. “RoommateSearch”wasagameinwhichstudentsestablishedtheirowncriteriafbracomp. roommateandthenquestionedtheirclassmatestofindthebestcandidate・Eachparticipantwasto. fbranidealroommatebyaskingtherestoftheparticipantssuchquestionsas“Areyouanightp. amorningperson？”or“Areyouwillingtosocializewithmyfriendsandme？’’or“wouldyouli. independentandert］Oybeingalone？”WhenthesurveyWaS坑nished，participantsaddedupthec tう二ヱ.

(8) ImplementinganEf粘ctiveandAfn）rdableIn，houseIntensiveEnglishProgram. markstoseewhichclassmatewouldbethebestroommate．. ⑥and⑪presentationofStories：. Wehadthestudentsreadtwoshortstoriesduringthethree−dayprogram，neLastLeafandn. GifiofMbgi，bytheAmericanwriterO．Henry，nOtOnlybecausewewantedthemtoreadasmuchE. 1ishaspossible，butbecausewethoughtourstudentshadhadlittleornoopportunitypreviouslytoread thosewell−knownstories．Furthermore，Webelievethatinordertor・eaChanadvancedleveloffluencyln. English，Studentsmustdevelopalovefbrthewrittenwordandtheymustreadextensively；theO．Henry. StOries，Webelieved，WOuldbeafinespringboardfbrreachingthatgoal．ThestudentswereglVe. StOryaSareadingasslgnmentintheevenlngandaskedtoreaditthrough，Summarizeit，anddevelo. SOmequeStionsbasedonthestoryforthepresentationsessionnextday．AftertheevenlngSeSSionfished. at90’clock，theystartedtoreadthestories．Again，WeWOuldliketoemphasizethatgroupmembersre. discussed，PrePared，etC．uSlngEnglishonly．Allstudentsstayedupverylatedoingthereadingass ment．. ⑲Drama： Thestudentswerealsodividedintothreegroups．Eachgroupwasaskedtochooseanytwoitemsout. OfapaperbaglnWhichtherewereanewspaper；aPalrOfscissors，aneraSer，etC．，andtomakealO−tO. minuteshortdramausingthoseitemsasstageprops．. PronunciationPractice： Thoughthispracticeisnotindicatedintheprogramtable，almosteverysessionstartedwithalO− minutepronunciationactivity．ForthispurIiose，WeuSedCarolynGraham，s“GrammarChants”（0Ⅹfbrd. UniversityPress，1993），inwhichthestudentspracticedEnglishrhythmandsentencestressbychanting. Phrasessuchas“AreyouFrench？No，Ⅰ，mnot・I，mItalian・IsheKorean？No，he，snot・He，sJapanese. Whilefo1lowlngalongarecordedcassettetapeofthechantsaccompaniedbymusicalarrangements．Each grammarchantisarhythmicexercisewhichpresentssomeaspectofAmericanEnglishgrammarandof−. fersstudentsaneqoyablewaytoreinforcebasicprlnCiplesoftheE；POkenlanguage．So，thiswasafun WayOfconcurrentlypracticingpronunciation，grammar，andconversationgambits・. 5・Students’EvaIuationoftheIntensiveEnglishProgram 5．1 Students■ResponsestoQuestionnaire. Weaskedstudentstoevaluatethethree−dayEnglishtrainlngPrOgrambyglVlngthemaquestion naire，inwhichtheyweretorateeachoftheactivitiesdoneduringl；hethreedays・Onamultiple−Choice. questionthestudentsweretochooseoneoutoffiveresponses．Aresponseof5showed“Excellent”or. “Ybs，VerymuCh，”andlshowedeither“Poor”or“No，nOtatall”（f；eeAppendix）．Table2indicatesthe. resultsofthestudents’responsestothequestionsonthespecificsesEiionsoftheprogram（items3（a）to. 3（g））andtheresultofthereadingmaterials（item4）．Foritem3（a），forinstance，OneStudentgavea responseof“excellent，”fourstudentsgave“Verygood，”andanotherfourstudentsgave“Good．”The 63.

(9) INOI，Shin−ichiJAQUES，Thomas. figuresintheparenthesesshowpercentages・Thetableshowsthatallthestudentsgaveresponsesf. “excellent”to‘’good’’on eachitem，giving the highest score to“Games”（i．e．4・8），fbllowed b “Drama．”（4．2）．. Tab［e2 Students’ResponsestotheSpecificSessions Good Fair Excellent Verygood 1（11．1（ニガ）） 4（∠14．′1（ガ′）） ∠1・（44．49で））. 3．（a）ShortDialogue. Poor Average＊ 3．7. 0. （b）SpatialExpressionsns 3（22．2（ガ））／1（44．4（‰） 2（22．2（ガ，）（c）AgonyAunt. 1（11．1（ガ′，） 5（55．6（‰） 3（33．3％）. （d）Drama （e）Reading. 4（∠1・′くト4（′汀）） 3（3 ．3（‰） 2（、22．2（ガ，）】（）. （f）Pronunciation. 3（33．3ワ（′）） 1（11．1（‰） 5（55．6％）. （g）Games. 7（77．8（‰） 2（22．2％）. 二う（ニうこう∴〕（ガ）） 3（ニう3．3％） 3（33．3（ガ））. 0. 0. ∠1．1. 0. 3．8. 】0 0. 0. 0. 0 − 0 田 ∠1．8 2（2 ．2（‰） 6（6 ．7W）） 1（1 ．1（ガ，）田田 ∠1．1. 4．ReadingMaterial. 4．2 ／1．0. 3．8. N・B・＊Average‥theaveragescoreglVenbythestudents・. Table3indicatesthestudents’responsestotherestofthemultiplechoicequestions・Item5wascon. cernedwiththeusefu1nessoftheprogramfbrtheimprovementofthestudents’Englishproficiency. els；item6wasconcernedwiththemountainlodge；anditem7wasconcernedwiththestudents’ preparation・Item8wasabouttheoverallevaluationoftheprogram；anditem9askedifthepr. wasrecommendabletootherstudents．TheresultsshowveryhighscoresfbralltheitemsinTab. highestscorebeingglVentOthemealpreparation（item7）・BothTables2and3clearlyindicateth studentswerequitesatisfiedwiththethree−dayprogram・ TabJe3 Thestudents’responsestoitems5to9 協s，VerymuCh. Usefu1nessoftheprogram. 6（66．7（ガ））. Yes Hardt，Otel Hardly No＊ Average 0 田 0 0 ∠1．7. 3（33．3％）. 4．7. 0. Accommodation. 6（66．7ワ′（，） 3（33∴う（．）f，）. 0. MealPreparation. 8（88．9（‰）ユ（11．1（ガ））. 0. OverallEvaluation. 6（66．7（′汀，） 3（33．3％）. （、）. Recommendability. 7（77．8（ニガ）） 2（22．2（‰）. 0. ■ 0 ′：二1．9. NB．＊No：No，nOtatall．. ItemlOwasanattempttoelicitfromtheparticipantsanycommentsfbrtheimprovementofthepro−. gram・Thefbllowingarethecommentsspecificallyrelatedtotheimprovementoftheprogram：［1］助∽αら0‡↓f㍑S∠托gE托g′よsんso花gSぎ. l二／′川′′／．・‘／／‖〃‖′−・／／什−イ〃バげ＝＝′′／で岬／′バ／′．J…′〃／／り〃川・ハ＝・伸′川−／′／′ル・′川・叛い＝・／川可′一川′∼・／／／／ l∴ ●／ソ…′リ…／一両岬叫川J′＝／＝り′／・川・・／∼・イ・／／＝、／・・・Ⅶ＼川／：. Comments［1］and［2］refbrtospecificactivitiesthattheywantedtobeincludedinthefuturepr （う／′1.

(10) ImplementinganEf艶ctiveandA杭）rdableIn−houseIntensこLveEnglishProgram. gram．Comment［3］referstothefrequencyoftheprogram．. 5．2 Students’Reports Theparticipantswererequestedtowriteareportontheprogram，thetopicsranglngfromtheirim−. PreSSionsoftheprogramtotheircommentsonanypartofthepr（）gram．WehadthestudentsaskMr．. Jaquestochecktheirreportsbeforesubmittingthem．Weanalyzedtheirreportsinordertounderstand. Whattheparticipantsthoughtofthethree−dayEnglishprogramandtrytofindsomesuggestionsforthe future program ofthis kind．We readthe participants’reports，CategOrlZlnginto six categories their thoughts，impressionsandsuggestionsfoundinthereports．. （1）Erdoyment（6participants） Sixoutofthenineparticipantsreferredtotheertjoymenttheyexperiencedduringtheprogram，aSis Seeninthefo1lowingdescriptions． −7ⅥeαC如よfZes∽ereUeJツわferesfわ昭一Jゐαd∽0花deナナわg亡んree（ま（けβ∽よfんJγけ什去eJ乙dβα花dねαCんerβα‖ん（ヲよ托才eJlざよue且J智g孟ぶんpr（官rαm．. 一乃ecomJ乃比托わα如eαC如よfよeβα托dgαmeざ∽ereル花． Weareverygladthat，thoughourthree−dayschedulewasabittight・，themaJOrityoftheparticipantsen−. JOyedpracticingEnglishduringtheprogram．Asisoftensaid，itisverycrucialthatlearnerscanenJOy. Whattheydo．. （2）ImprovementofEnglishabilities（5participants） Fiveparticipantswrotethattheprogramwasusefu1forimprovingtheirEnglishabilities．一耶1eαC如よfよesんeわe（プmedeueg叩JγけJよsね花乙7哲α花dざpeα鉱喝αゐj；Jよわe良一mねpr（官rαm乙〃αざUαJ㍑αあJe／brよ〝岬rOUよ7堵7†けEr堵Jよβれe5peCよαJ：抄JγひSpeαゐよ7堵αあよgよ秒. Sincethepurposeoftheprogramwastoraisetheparticipants’Englishproficiencylevels，Webelievethat. theprogramcontributedtotheachievementofthisgoal．. （3）DifEiculty（5participants） FiveparticipantsreferredtothedifBcultytheyexperiencedduringtheprogram．一丁んαdαわfo／−fro比あ∼eeユpJαi托よr喀COOゐiれgdirecわ0托S．一丁reαJよze（プfんα≠J抑αS乃OfgoodαfJよぎね花王花gα花dreαdよJ堵よ花βJ堵Jよs九一月eαdよJ堵SαCんαね花やαgeβわけよ花ぷαCんαβんor‖よme乙〃αS托Ofeα旦yβrme． −−イ川叩Jて廿日／川、l・且J岬偏／り7！ノ川（二l・恒・叩州抽Jgr川（‖両軸血睾れ川l・／〉イ川（Jバ、gJ嘲晶／i，／川り（・り〃／（ナノJ、／／7日− proueJ7砂βJ堵JよぎんαCCZJrαりβ0〝lαCゐ．. TheyrealizedwhichoftheirEnglishskillswerenotgoodenoughtocopewithavarietyofactivitiesdur− ingtheprogram．. （4）Importantaspectsoflanguagelearning（4participants） Fourparticipantsreferredtowhatisimportantinlanguagelearnlng． −7もmoueo乙げあod∠eざαCf㍑αJ抄∽αSfんemoβfe併cね花f∽αγわJeα〃1月J堵Jよsん． 65.

(11) INOI，Shin−ichiJAQUES，Thomas. l＝JJ／＝JJ／／心／〃叫／川／J、／／川／J二・・・／／／＝／／／／バ・∵「／・l・／′′り…／イ…J／／り川ノり＼・／ご岬／h／川Jりハ／げ／＝／川川JJ／／．ぺ／／バ／J. （5j Motivation（3participants） ThreeparticipantsrefbrredtotheirmotivationfbrstudyingEnglish．／廿りJ／／−／／〟㌣／‖／川−／川J町＼・／／＝ハ・バ／＝・ハ・ド／止・、／／／‥〃＝・‖＝γ＝−／．／J…／／／−／／／／．・・′／・，人廿／りり伸・／／什l軸・l叩川右／ノ．べ／で岬／／ヾ／／古いり／／．ぺ／／け／／J／げ′／・・／、. （6）Suggestions（3participants） Threeparticipantsmadesuggestionsfbrtheimprovementoftheprogram，aSisshownbelow．．1〃／′…′J／＝・い汗〃…／／‖／什／仙・／り・ノ．、り／…／〃…／／J川／／J′′・り・／／川′′り．11∴ヾ／…′／／・／／Jり＝・ヾ／…山／／小川J／川、こJ ／∴／・／／／＝／／川…／／ハゾ川・・・／んり′／・叫ハ／肌. Tl＝′〃仙／J／川什J川バJ／甘−り；り・…J／汗巧＝／J・り）川／．・J岬…・／／′・J／／ハ．／‖・＝′／／−／／＝′・・・／椚十／…／J丹／／Jべ／…り＝イ、／／＝／／／仙斗＼・侶J／′．ご／／ハ・J′川・／）／り小（・＝J川／川川／り′／り／二、・川〃・什川＝、げ川／J＝〃、．ヾノ／′りソヾ／＝rハ・・ヾ／＝／・′ん／′ノ／川．ヾ／ノ＝〃／・／／町′佃・‘／り‥川・／川ご川り／げ／り／バ．．ヽ川．1川．ぐ／ご／ノ．こご／／ト／J≠＝〃ぺバ／バ．ヾ＝＝−／／…J（・／／・・−・．／／J／＝／／り／J＝／り〃川・／J・・・1／…／／／‘／／いJ…イJ〃／・・−／／JJ／／ハ・／り叫／＝／J. Thesesuggestionsshouldbetakenintoaccountwhenplanningasimilarprograminthefuture．. （7）Comparisontoanoverseasprogram（3participantsI Allthenineparticipantshadbeenabroadbefbretheytookpartinthisprogram，theirlengthsofoverseas. Stayranglngf王omtwoyearstofivedavs．ThreeparticlpantSCOmParedthisprogramwiththeirownpr Viousoverseasexperience，aSisseeninthefbllowing：／J′＝／‖イJ←〃／‖「〃／り／り1“＝／．／・／′・／／J、／叶…′∴、／・∴J．J／バ／川メノ／川−イ／り・＼／／侶／／／川・．／／＝＝＝／／／川−／＼・／）＝〃／‖／／／川‖／．ヾ／i一／・−／＝り／ノ／／／．／り／／J川ハ‘イ／…J／，／＼・／−／′−／／J、／／ノり†−・／−り（J／人、り／J−／／／J川／．、／／′／ご／／．王− ／′ト／′．／／JJりバ／′′＼小／・・ヾ／一斗丹・川り′什／・′／＝廿／＝り／J川、・‥／ト・・上■／／．ユご／／・ヾ／川′／・／／／／／／′′、／／／／1’叫／J・ヾ／／／i′／、／／／＝・／り／・′／・・ dαγS．. Thesedescriptionsindicatethatourprogramgavetheparticipantsag●reatdealofopportunitiestouse. English．Duringtheentirethreedays，theyusedEnglishnotonlyduringthepracticesession. duringeverydayactivitiesliketakingbaths，COOkingandeatingmeals，andmakingbeds．We. we were able to create an entirelyEnglish−SPeakingenvironmentinJapan withoutspending alotof. moneyongolngOVerSeaS．Ourprogram was overwhelminglyless expensive，theleaders and stud. agree，thoughnolesseffbctive，than similaroverseasintensive English programs・Thethree−day. gramonlycosteachparticipant5，（）（）Oyen；壬branequivalentoverseasprogram，Studentswouldh. paytenortwentytimesthatamount，andthatwouldonlytakecareoftuition・The5，0（）（）yeninclude. everything（paymentfbrthefhcilities，fbod，drinks，andpictures）．. Thisfbatureoftheprogram，unrelatedtopedagogicalmatters，Strictlyspeaking，thoughnolessre. vant，andanextremelyimportantfbatureofourintensiveprog■ram，WaSthateverystudentcouldm. agetheexpense．Furthermore，thecloseproximityofthefacilityallowedustoglVeinahighlyef托. Englishonly，intensivelanguage−1earningprogramjustonehourfromcampus．Thisessentiallyc 66.

(12) ImplementinganEffbctiveandAL払rdableIn−houseIntensjveEnglishProgram. Verylittleinconveniencetoourworkand／orstudyschedulesaswellasminimalpaintoourpocketbooks．. Webelieve，andnotinslgnificantly，thattheserankhigh1yamongtheaf托ctivefhctorswhichhadtodo. withthestudents，success．（Wecanonlyguesswhatthefactorsmighthavebeen：Wasitthepersonalit. Oftheleaders，OrthecozyatmosphereofthelodgeandthemagnificentviewofMt．Asahi，Orthena. hotspringbath，Orthedeliciousfood？）. 6．Conclusion. Analysesofthestudents’responsestothequestionnaireandreportsrevealthatourthree−dayinten−. SiveEnglishtrainlngPrOgramWaSquiteasuccess．Ourstudentsthemselvesevaluatedeachsessionpro− videdduringthethree−dayprogramquitehigh1y．TheyexpressedtheirsatisfactionandeIt）OymentOfthe. program．Weclaimthatwewereabletoprovidetheparticipantswithsubstantialopportunitiestouse. EnglishwithoutgolngtOafbrelgnCOuntry．We alsoclaimthat，thoughourprogramlastedonlyth days，ithashadatremendousef托ctontheparticipants’Englishproficiencylevelsandmotivation．. Thesuccessoftheprogramcanbeattributedtoseveralfactors．Oneisthattheparticipantswere. high1ymotivatedtocommunicateinEnglish．TheywereallEnglishmaJOrS，hopingtobejuniorors. highschoolteachersupongraduatingfromcollege．TheyknowthatagoodcommandofEnglishisabso. 1utelynecessaryfortheirfuturesasEnglishteachers．Anotherfhctoristhatwewereabletocreatea. COmpletelyEnglish−SPeakingenvironmentatauniversitymountainretreat，Wherewedidnothav. Sharefacilitieswithotherpeopleduringthethreedays．Itmadeitveryeasytocommunicatewitheach. OtherinEnglish．Still，anOtherfactoristheconsiderablepreparationsmadefortheprogram．Thele. metanumberoftimesbeforetheprogramtodiscussindetailt，helanguagelearnlngaCtivitiesandthe SChedule．Inshort，gOOdpreparationisnecessaryforthiskindofproきfram．. Webelievethatourthree−dayintensiveprogramwasaveryef托ctivewaytoimproveJapanesestu−. dents’Englishcommunicationabilitieswithoutspendingalotofmoney．Wealsobelievethatifthiski. Ofprogramisheldregularly，Say，OnCeinthreemonths，Students’Englishlevelswillgreatlyimpro. However，thiswillneedfinancialassistancefromthecollegeaswellasagreatofdedicationfromthepr. gramorganizers．Basedonthesuccessoftheprogram，WeCOnCludelニhatitshouldbecontinuedinthefu ture，ifnotexpandedtoaccommodatemorestudents．. References. Bournot−Trites，M．，andReeder，K．（2001）．InterdependenceRevisited：MathematicsAchievementinanIntensifiedFrenchImmersionPro一訂am．meCα托αdよα花〟oder71エα円g㍑αge月euよe比′，58（1）．. Cummins，］．（1976）．Theinfluenceofbilingualismoncognitivegrowth：Asynthesisofresearchfindingsandexplanatoryhypotheses．Work一乙7喀軸ergo托βよJよJ堵沈αJよぎm，9，1−43．. Cummins，］．（1978）．EducationalimplicationsofmothertonguemaintenanceinminoritylEtnguagegrOupS．CanadianModernL，anguageRe− uよe乙〃／ムα月eu昆eCα花αdよeJl花e（プesJαJ曙αeSUよuα花feち34．. Cummins，）．（1981）．Theroleofprimarylanguagedevelopmentinpromotingeducationalsuccessforlanguageminoritystudents．InSchool− ingandlanguagelninoritystudents：Atheoretical什amework．LosAngeles：CalifbrniaStateUniversity，Evaluation，Dissemination andAssessmentCenter．. 67.

(13) INOI，SllinrichiJAQUES，Thomas Genesee，F．（1987二〉，I，ennLZ7？gthr（）〟ghtEu（）la／LgZJagCバ．・Stuclicぶりrimm（ulSi（N川7ZdわJIL71guaLcd（LCatLOn′．NewYork‥NcwhuryHouse・ LaIllbert，WIl．（1肺1〕．Cultureandlang・uageaSfhctor・Sinlcこ1rningと111（1inHtruCtionIn F．AboudandJ．Meこ1de（Eds．），CtLltz／川l／LICわ′・”］［. l（farni7Lgand（！dLLLY7！”／t（pp．9∼卜12L3）Be11ingham，WA：FifthWesternWashingtonSymposiumonLearning・. Lambert，WE．，andTucker、R．G．（i〔）72）．BilingualedしICationoflchi】dren：TheSt．I」ambertexperiment．Rowley，MEISS．：NewburyH Lightbown，PandSpada，N．（198鋸．ASec（）／Lda7：）′V／t）ll（）W−LJPdTJ（！v（）／．lc（Lm（Irf；fll（mり）rLmnり′l（！L）elIILtCnSiueESIJ］”（Wra′貼Dir（∼CttOILg6n6r−. aledud6vel（）PPementdesprogrammes，Ministらre〔le沌ducationduQu占bec，Qt16t−eC． MlmStryOr11ducation，Cし11turc，Sp（汀tS，ScienceandTeclmology．2（）（）ご．りDevelol）‖1g之1Str・Eltegicplこ1IltOCultivとItL（亡1aI）anCSCWithllnglishAt）ill− ties， http：〟www．mext．go．jp／english／news／2（）（）2／07／（）2（）し）（）1・htm. Nette11，J．，andGermain，C．▲‘1ntensiveCol、eFrenchinNewfbul〕dlandこ1ndl，と1hI・とId（汀．”MemorialUniversity（）rNewfbundlandandUnive7・− sit6duQu60ChbecまMontr由l．http：〟www．11nb．cヱJslec／EveIltS／Actes／Nctten．html・. Ramirez∴‖〕．，Yuen、S．D．，andRamey，D．R．（1991）．L，（HLgLltJ（Jt7tHld可1′（）f’sfnLCt乙Lr（fdE／J′glLSh Lnu71（ファーfu（”LStrateg）・，川′力′−（，XLt nnd／at（2−（］XZ ［r〔エJLSLtLO7Zn／bL！in81Lnl（2dlLCOIL（）lり／Y）grnmH／わJ、Ia／抑Jni3（3mL7”r亘γ（：／zLl（／［（ブ′1ノ．FtIt′（L／I？L，P（）′・f．VoluI一一eSlandJ・SanMateo，CA‥Aguirreln− ternatioIlal．. Skutnabb−Kangas，T．，andTouk（）‖1aa，P（1t）7（汗L▲Teachingnllgr；lntChildr、en’slllOthertongucandlearningthelanguageof−thehostcountl．y inthecontextofthesocio−Culturalsituationof．themigI、antfhmilv：’Helsinki：TheFiIlnishNat10nalC（）mmissiollfbrUN11SCO． Swain，M．，andl．apkin，S．（19t；2〕．Eu〃ll（CttLfZgbilLngt／nlcdLLCαtLOfJ：ACa7Ladia／LC（tH（，HILLdl・・Clevedon，England‥MultilingualMattcrs・ Verhoeven，LT．（199／1）．TransfbrinbilingualdevelopIllent：ThelinguistlCint（uldependencehyp（）thesISreVisited．IJa）lgt／n．ビ（？Lenr［Zlni3，一′11ごi．. Appendix. ProgramEvaluationForm l．Name（. ）IDNumber（. ）. 2．Haveyoueverbeenabroad？Ybs（） No（） I†. If“yes，Whenandwheredidyougo？Howlongdidyoustay？. Ex．［WhenIwasinmyfirstyearatcollege］［LosAngles］［1（）days］［. ］［. 二】［. ］. 【二. ］［. ］［. ］. ［. ］［. ］［. ］. 3．Howwouldyourateeachofthefbllowingactivities？Circleoneresponse．. a）DialoguePractice（ShortDialogue） 5．Excellent. Any comment. ′4．Verygood 3．Good. 2．Fair l．Poor （. b）ActivitiesonSpatialExpressions（MapActivities，MapDirections，PintheNose） 5．Excellent. 4．Verygood 3．Good. 2．Fair l．Poor （. c）AgonyAunt 5．Excellent. 4．Verygood 3．Good. 2．Fair l．Poor （. d）Drama 5．Excellent. 4．Verygood. 3．Good. 2．Fair. l．Poor. （. e）ReadingSessions 5．Excellent／ 68. 4．Verygood. 3．Good. 2，Fair. l．Poor.

(14) ImplementinganEffbctiveandAffbrdableIn−houseIntensjveEnglishProgram. （. f）PronunciationPractice 5．Excellent. 4．Verygood 3．Good. 2．Fair l．Poor （. g）Games（WhoamI？，RoommateSearch，FamilyTree，Grammar＆Vocabulary＆Culture） 5．Excellent. 4．Verygood 3．Good．. 2．Fair l．Poor （. 4．Werethereadingmaterialsinteresting？ 5．Ybs，VerymuCh 4．Ybs. 3．Hardtotel12．Hardlyl．No，nOtatall （. 5．Doyouthinktheprogramwasusefu1toimproveyourEnglishproficiencylevel？ 5．Ⅵ∋S，VerymuCh 4．Ⅵ∋S. 3．Hardtotel12．Hardlyl．No，nOtatall （. 6．WehadtheprogramattheschooIcabin．Wastheplacegoodfortheprogram？（. 5・Ybs，VerymuCh 4．Ybs. 3．Hardtotel12．Hardlyl．No，nOtatall （. Ifyousay“Hardly”or“No，nOtatall，”doyouhaveanyotherplacetorecommend？（. 7・Wepreparedourmealsbyourselves．Doyouthinkitwasagoodidea？ 5・Ybs，VerymuCh 4・Ybs. 3．Hardtotel12．Hardlyl．No，nOtatall （. 8・Howwouldyouratetheprogramasawhole？CircleoneresponEie．. 5．Excellent. 4．Verygood 3．Good. 2．Fair l．Poor （. 9．Wouldyourecommendtheprogramtootherstudents？ 5・Ybs，VerymuCh 4・Ⅵ∋S. 3・Hardtotel12・Hardlyl．No，nOtatall （. 10・Doyouhaveanycommentsfortheimprovementoftheprogram？Pleasewritefreelybelowineithe EnglishorJapanese．. Ybuarerequestedtowriteareportontheprogram・Pleasefeelfreetowriteyourimpressionsofthepro−. gramoryourcommentsonanypartoftheprogram・HaveyourreportcheckedbyMr．Jaques，andturni. intoMr・IzutsuorMrlInoibyOctober30・Wednesday・Yburreportshouldbetypedanddouble−SPaCedon A4paper；Withyournameatthetop．. 69.

(15)