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Making Language Meaningful : A Content-Based Approach for Teaching General English Courses

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(1)Title. Making Language Meaningful : A Content-Based Approach for Teachin g General English Courses. Author(s). CRAWFORD, Michael J.. Citation. 北海道教育大学紀要. 人文科学・社会科学編, 52(1): 53-63. Issue Date. 2001-09. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/863. Rights. Hokkaido University of Education.

(2) . 北海道教育大学紀要 (人文科学・社会科学編) 第52巻 第1号. 3年 9 月 平成 1. l i ) Vo i i方 ofEduca錠on (HI JounIa lofHo を出血doUDi aISc ences D 〔 nani錠esを 紅1dsoc vers .52 ‐I , No. Septe 1mber , 2001. ingLapgl M司k ロロ1: age Mem mモ ・ A ContenトBased Approach おr. l IEng i Teaching Genera sh Courses. Mュchae1J .Cra病中ord l i l Depa ロロ 1 r entofBng s I . ‐ l Ho l由額do U域vers i方 ofEduca疑onatHa ; te oda Ha l ; 0一8567JAPAN odate ,Ho主直aidoα1. ion I. lntroduct. ian psychologi ln recent yeを口rstheideasofthe Russ - l : ld 江l ore ”} stLevVygotsky havebecome more a iples under l顕ng hi ics 1 ゴ ロpo靴antpr inc auen錠須 山the負e iロg ldofapp五edl 1 コ dst stheodes ‐oneofthe moret i tute the central aspect of i s that ”mm 塀九g shomd const. 孤y 山国t of study“ (W 通 a1ns. & Bw-. den, 1997:40). Appl iedl如gtdstshiwesoughttoapplyVygotskysideastolangl lageteachiDginorderto lf ion,ratherth 孤ーasz弧 endini tse i5〆teac誼ロglangt just ulsofcomm 蘭ロcat lageasa mez. 鞘皿ethereisgenerala鱒eement m the云eldofEUrr (聡ng超shlan罫ーageteacbdmg) aboutthei誼ipor‐ ion,thereislessagree tance ofteach jmglanguage 金rthe pu〕 tcan 1 1 ] ば l 1 1n山Qicat ent abouthow i ご poseofco bestbedone romments -hDboth ESL and EFL en▽i ,teachershavesought waystoengagethe立lea[ners血. f i d com m Wdcation‐ one approach that has gamed me印阻むg. 錠vor 角ri ing i tslbcus on me印D - s content. i l i l based 江l ion,or CBI ze CB1 struct ch ut s seen as a 立leans to convey 江面or1na- .lnclasses whi , anguagei h nesome a協en錠oni ion on atopicor body of函]owledge lud j b og t s 淳ventol a L Lngt lage development .W7 , mc i lf i l 匝on,thePd i ヒロc tse sセ lロazyemー si sonthetopici i randvocabl ulalyi l .m ーa gram phas Atthe 山P dversi IPaddyusedin 行eldssuch asen夢中eer ingor me (五c ine 金rad- t ~ ′level ,CB1hasbeen pdl j顔sto Pe 〕 “ B ゴ ロjobs iD- tudents whoneed Eng五sh sk ttoteachl vanced s ornQthe sousedi ‐ 吸口sauthorhas al icsto Eng五shteachertraaoees(Craw云 00 )‐ Wnhjle CB1 maybebestsmtedtostudentswhoal - ord, 20 gtdst ib辻i l l h r 顔 [ r tythati tcan be usedtoteach ongco虹践nand ofEng五sh,thereisal ready have aお sothe poss ys l ishc lasses食 ) ーdents whoseleveli sstall ow‐ rstヒ gener副 Eng lnthi l lbe desc 〕 亘bed‐ The coui i inc iplesofCBIWi rse spaper a gener司 配ngl sh course based on thepr ; rst ish-m幻or students at the Hokkaido Umve i was taught to 賃 -yeそば non‐Engl r s t 汐 of 鴛ducation. The cou ; rse mーade use ofagradedreaderand a 立 ー o暖i easthesou 〕 rce 貴) rcontent eback印ぐound 江面or - ‐F立st ,so立l. ion on CB1andgradedreadersW紅lbepro 一江ded.Then,thecou l lud j陸gthe mL i mat i rseco 1mponents 1 c ater - ,i 1 i iesunde鴫akenin Lthec lass 演壇 1 lbeout丘oed‐Fmal a l t l%theres l l i tsofaswrveytaken 7 sused andtheacti , 〕 d i ionstothecou工se Wi i ibepresented. attheendofse虹l esterwhi ch que edstudentsaboutthe立 reaCt. 2. Content ion: A br iew iefover v ‐basedinst ruct. CB1 wasor ig i副izedsu期ectssuch as medic ineal ive Eng j塵紙iy usedtoteach spec ldlaw to no ]}nat 53.

(3) . M5chae 1J crawお ord. l di h ssensecam beseen asaoutgrowthofESI1orEng i iacpulposes l i sh 角rspec shspe敏【ers .lnthe ,an nt i 登 ion Pro CB1hasgrowntobeusedin 江l K 12 1四皿ers s u r s ore 雨verseconte幻ヒ き江aエロsto 山国- Past25yez , om ‐ i , lh hi i Widely]blovn・asi tis ler i lasses (Grabe & Stol ty EFL c vers , 1997). Herein Japz瓜,at oug t snotas iessuch as t lyg 1 in No光h A無e亘caor Eu 7 l立Pence 1 o沢 1 1gin Prol l i roPe ご radual .Teachersat 山国versi ,CB1isg ionaICol i ty(Murphy, 1997), 紅・d Miyaza超 lnte AoyamQa G… - ・て Iat akum(Strong, 1995), N 嶺lza Ln Univers lege (Sag l iau = r sesareintegratedintothe lo & Greetdield, 1998) havepub豆shedreportson how CB1co・ ≧di legeand U副i i l ion,the Col i ty Educatorsspec i ions ivei l t iculu tut - vers l rrespect 1 cu口r um atthei st ‐hDaddi isen Univer iat ionofLを瓜gt terestー#oupofJ鋼 腰 (Japzm Assoc ‐ IageTeachers)sponsoredacol面erenceatKe j鴎gs ion: Lookj L k led”Contentゴぬ Language Educat i i t tyin Ta ngattheFutu ; ー re三 Theproceed ] o na s ,ent ,To yo ie, 2000) revealthatanu u 〔 nberofeducatorst加roughoutJapをm areinvolved ofthiscon危rence (Mackenz i ions insome あr fCB1attheirinst tut 1no ‐ ready dem- ロロa頭lybeen usedtoteach students who 司L A ion,CB1haspr i tatedintheintroduct s wass L ively advz ty ofthecontent l I Sin 鴛ng五sh‐Howeveち giventhe云actthatthe di伍cul onstraterelat ulcedski l ibi iけ that CB1cam Lbe used success和[uy 随thlow levelstudents sastrongposs cam Lbeadjusted,therei . ¥amL ane…孤d Ryzm. ( ) addressthisvew issueintheirdescriptionofco皿seslbrlowerlevelstudents 2000. lenge le 柘a カロ ーh i [ hc ia U山i taughtatSapient ty 血 H l o na に nea じ nd Ryanout辻口ethechal vers yogo , i ,Japan‐ t e立 ar lstudentsemonedin an Engish]血gtds‐ icstolowerleve iol ingtdst ofteachiQgsuch content areas assoc /co ioncou ics t 1mm山国cat ; rse ‐ l lytowal ia Un i i i ra W7 h記ethe ai l IU tysee i 「dsacontent - 1 1 ・ s ofthecロロ vers 1mtoleanna訳l r c l um atSapient i頭 Eng l lasses 角rstudents whose pビロロagy 賃eldofstudyi based approach,whataboutgener i snotre- sh c f l l lated spec ththesestudents i五caJ1yto Eng五sh o t i c r]超卸; ds s? Wi ,not onlyisthere the prob em o re を l ish‐ Many l i tythatthestudentslackinterest 血 Eng ivelylow languageab辻 t i t%thereisalsothepossibi lassesreg ir ma ad ;e gener副 Eng l i though lstudentst i iesreq山rethat al t io l I A1 sh c z江dlessofthe u i o uvers lassbecausei Lthec tis iねg Engl i i teresti血lea白土 sh,othersa 1 reo副L ayhaveani l someofthesestudentsmL yin lengesl br levelab道 鰯,lackof魚terestco通dpresentchal l頃redofthem‐ A1ongWiththeproblem oflow‐ req i 識erentperspect ive i i l lt i ingatthes i に ゴ ロpie江ー ionofCBI tua憶on 丑om adi thesuccess entat .Look ,howeveち one i ・ terest tont terestistocreateacou i P L - l こ rsebased oni co□f co副Ld arguethatthebeststrategy 恥r glack of立i ies 血 anotherrapi蔵y e iontoboth ofthese probie立・ ingcontent sl 1 【Pand- ‐五ーdeed,perhaps anide副 solut に Pg--gl ) 止ー に l terest節Lthe五eidofsecondlanguageteachi cusofj radedreaders g食 .. 3. Gradedreaders. i賃ed 角rusebysecond Gradedreadersa l ヱ 1ma 〕 randvocab証a ゴ ー r ebookS 魚 whi ch gra ] : y havebeens江口pl iy 紙ーofthe ma l l ロ i tepop副 羅 inrecentyeを jor U r s ld nez = r amgt lagelearners.Thesereadershavebecomeq ,al lablet les[see Hi l l(1997)fbrausefm,albei tal i t ionsofそwai ready pub韓shiogcompa中deshavelargecoUect lesonthe marketares i l t t o i i負ed l ly dated review ofthesedes…獅 額lablein Japそm]. Many ofthet ight s p , lesareon容- i lers; othert lteraぴ c lass icstothelatestbestsel t versions of云 s aエロousnovel ,ram尊ng 賞om i 〉 ly 貴 i負cal rsecondlanguagelearners nalworks Wdttenspec . j誼 ways Engl ishlanguageprogramos make useofgradedreadersintwo ma ‐Atsomeschools ,teachers lass j b odofsupplementtothe maカロcomponentofthec havestudentsreadthebooksonthe鱈 own asak ‐ 54.

(4) . M副k jmgLそmgt i d: iage Me御国鴎gf ユEng l i ー ロg Genera brTeachカ ses A Content shCour ‐BasedAPProach云. “ “ゴ j P Qg whi j L iveread ロ肥ns chsees 四超s切7peofpro ng, anapproachtotheteachiQgofread sakカロdof e imi き享a 〕eaim i ln 叩▽goal (W 鰯iロg, 1997), TI denimDgpleaswe 貴om rea面Dgasapri stohzwestudentsread as l lect i0ns ofbooks whi ow and ch students can bonr s develop co send school mLuch as possible ,aQdtothi. 〉 dd d i h d th こ rceofcontent貴 r take ho虹・etoread ‐Atotherschools ,teac ersa optgra e rea ersas e pr marysou ible t忍dentsread lass thec snotnecess敏江ytohavethes sapproach,thego副 i ras mLuch asposs ,but .lnthi i 、 Z i ies lassact 〉 l t tthecontentofthestory asasou ce貴 ri l ‐c i r rathertoe客ploi ‐ i D 0the丘eldofsec ic mater ial i6 impl l l ‐ i lnthe midstofthest s With edvs ‐rag無gdebateabouts .authent r 6t 長) l i dd d h i b ht t i 道d h i鴎g ondlang口ageteach .M[ason ,t ere s e encet a gra e rea ers ave pos ve ene rs r earners igl 【Dents which show encomag卸g s 97 ) reporttheresmts ofthree empmcale印ed[ 19 ls a1 ・d 騒ごashen ( h h ▽ ▽o gご i Doneofthee oupsofstu- IDents 1 aboutthebeneatsofgradedreaders Pそ建edt l に pe鷲 ‐1 ,t eaut orscomL ion副 c 1 lowed atradi t i tyin osaka‐The 賃rstgrouptook acou t l ヱ‐ dentsat a women’ ch 貴) ; rse Whi su imvers i d i IDent副 group,took a ]mponents; the second group,the ei th a nuumber ofdi鞘erent co ( peヒ culu um Wi iontopos i ivere- ideofc lass t t l ideandouts i inggradedreadersbothi l s cou ; rse wh chconsi stedofus .lnaddi l i靭,theauthorsalsonote: threspecttola ngt s証tsWi L lageabi. i leを t j b qg ofthi ive 賃nd l 〕 Qpo Perhapsthe mostt 〕 n ; - ] ば l irimprove entin at sstudyisthec ant andibppress luctantstudentsofEFLbecanoeeager i i tudeshown bythee客per 1n entalstudents - Manyoftheoncere r iriD1provement ies thatthey were anQazed atthe l wrotein the立 山ar readers . (Mason . Severa. &. Krashen, 1997, p‐ 93). i iaed mーatedale*posesstudentstothe 萱 t al A1 i though readj鴎g non‐ so mL ay chPessofthelanguage ・npl s ,i j圏 aDoomQtofteacher 啓一 ty ofthetask.訳刀”leacerta ingdi 4dz ulce ゴロg duetothe dl伍cul scowag end up be ゴ ビeatthatthestudents Wi l lbeoverwheロロed and decide 量 ) L can lessen the burden r s a sed ousth ,therei ” inga 茄rei郡Ila themselvesthatlea ngt s justtooh;江d三 Forthisreason,gradedreaders are now L um. 〆agei lasses Widelyusedin Lsecondlanguagec .. 4. The Course. 4.I. Rat iona le. ) levelc lassesaP- A l ined above,theadopt ionofgradedreadersasasou swasout こ rce 長 rcontent趣1low‐ L ive development ly beneac brboth 丘Pgtdst icそ弧d 須玉 tent ial iall Ursto be po ect peを ‐By ha▽山gthesmdents iPgf i P L thl ミロ,血terest come mtocontactWi amgt 1 Q ldt額loredtothe立levelofabiht“they g lagethatis mea ,al . bl l h rt th ingprocesse町 j血gthati Wala口dthelea leant oya e eth s11 umー . ns o , eyseethatlanguageisnotso北l ゴ ロesofrUdesal to be presented as ase j P Pgthoughts ld problems - ,butratheras a method 免rconvey , 免el lyre- 立ー i ingofgram marandvocabulaly needbeco l sdoesnot立l eanthattheteachj lmplete gs -11 ,andideas ic l luばn‐Ratheちi ) l i tisa mL moved をomLthecu目r atterof賞 cus 【 narandvocabl l l 「 uct oni 1 ularyi st s ‐VVhen graロ1 redto help studentsunderstandthecontent 一 流 [ded‐0therメパse tispro t reqばi sonthesto - ryi ,i ,the 角cusi self. 4.2. Detai l saboutthecourseandthestudents 55.

(5) . 1J Michae .Cra病中ord. [ 1 1 五rst Thecouこ 〕 dbed hereis a mandatoly cou; ) L do rseto be desc rse 量 -ye を lrstudents atthe Hokk国 ra U副i ionent led ”Fo鷲eigP Langロage ConI ionsofthecou tyofEducat i t 〕 0 4cat ion.” TW0sec t versi ; rse were xnu i taughtdqdPgthesecond se江l esterofthe20oo acade 1 1 l cschoolyeaち one With21studentsandtheother Wi f ] 丘r th20students コdculum chをmge j ors wereunde‐ .Duetoarecentcロヱ ,aso the stye嶺 thestudentぜ ma 1 thoughthedepa 〕鴫江ー ided‐hDthecaseofthetwosect ions c 2ばed entsto whi chtheybe1ongha▽ebeen dec ,a1 though some may even加 須ly l i ofthi s cowrse, none ofthe students were to become Eng sh majors, al l ish asaロロロo[ choose Eng. 4.3. Mater ia 1 s. Gradedreadershaveg lyi l la l = 【 ityoverthepastseverm yez eat 1 1 creasedin pop u u r s; assuch,there 組re F leszuldlevelsavai lass i lable icwork of豆terat皿eorat leo亘g t i t al arge nuumberoft i鴎鑓l y .Ratherthモ迎Lac lang口ageleanners i jmgthestudents wo司Ldk1 Wdt d idedthatso江・ ten 食) rsecond- eth 1ow andrecog- , t was ec 口i im toi ivate l terest and 立・ ion ze wo副Ld have the greatest Potent l ot s reason, the science 五ct ‐ For thi ” ” .Cr brthecourse i l l ichton (1995), waschosenasthebookf thr u rk by M1chae er Jurassicpa ・Because a 」c lass貴 〉 isteplogPrac甑ce twereal mo▽i ewasmL adebasedonthi r1 sbook,Pa1七sofi soshowniD . ” ” The 停radedreadervers ionof Juヱassi P k i l b l i l i L h H GW a i t t i ided Reader t c aI r sav a easa e n e e nemann sedes leve lse コ メ L i les l Lthe t ti p に th 比ighestlevel ternQe山ate esoft sthe 角u 1 si se大P1ai口edi 1 1 L .outofa賃ve‐ ‐A ,i ,i l impl i錠ediD Lthree ways: 江面or ioncon桜o re ssehes 測Fes lnat Prefacetothebook,thebookSinthi ,structu〕 l andvocabl larycontrol ion,deta i ユswhi tmtothenow contro 1nat ch a j F enot▽i u .lnordertocontrolthe 江面or , lusion 江l h d l l 食; ion,d ided. t i様i t al ー Fe avo ofthestory a i rere立l oved.ln addi cul , etaP oち an cutuヱa re rences aゴ Forstructurecontrol lauses m 1 ゴ ー re kePt ぬ a ma文江口wm ofthreec 1 l ostcases staken ,sentences a ,andcarei h ic i laly to make Pronoun re長; t rence e u i 【pl .hQtenns ofvocabl ,the nmmberof 電伍erent words usedin t e bookisID P P dtedtoabout1600.. 4.4 -n‐cーassact i i ies t v ” ” 〉 lass lasstt A i l ) De wasspentdo印 L cPark waschosenastheo副Lybook貴 rthec ostofthec s Jurass L g ,立l latedtoi lass othergamQesz弧dact idt iesre ivi iesUロ t t jectsomeva直etyintothec act コヱelated ‐lnordertoin , l lnotbedesc質bedhere tothebook were 弘soused,butWi . ly eve lasssta土ted Wi Near ion act i \ Z i ion hasbeen a th a di ty Di ctat ctat r ound 金r a vely 1 iy week,thec 丑l longtimein ldofsecondla Lthe6 ing Lrecentyeそばs そばs m LthesceneiD e に nguagele捌口l . 18ye r ,buthas 熊山en o tis ( 83 19 ) ar夢Iedthatdictationisaneglectedtechqmque,鑓1dciteditsPotenti頭lbr 危cusingsm- ago ,Mol ’attent dents i フロt i口g i且 蝕む tosaythat imgaccuracyinl ti ion on develoP ste山ing and事 sProbablyst ‐Toda%i 、h “ ロ ヒ ロque ion,or ”di 甫ctat ion i though the gram ctat ctogloss, tech as at ‐ s so江・ewhat neglected, al .m ーar di ion 山 thePastdecadeorso (see w 毎nryb, 1990). tracted at tent. DesPi ioni tethe 錠ctthatdi snot ctat. “ ” ’ i Lthi tca [n be ave ng sauthor soPpmon,i atthe 恥re丑ontofthe hot trendsim secondlamguageteachi 1 ゴ マ ,in ’ l when used atthebe停 lass i l lent wayto あcusstudents inningofc t i霞 夢.Firstofal sz弧Lexce usef団Lac , , ti ing Engl ion on the ma枕eratha ish‐lfstudents kPow thatthe 負rstthj ingthey W紅ldo tent at u ld,i ー ‐e .leaIP lassistol h l I h ‐ isten c z江e角証y and窃カゴte down whatthey hear when they co]me toc ,t ey Wi Prepそ紅et e江1 di ly 角rlear ioni ioned above racy selvesl cus on accui sa good wayto 量) 1 l ental 1観Pg ‐A1so , ctat ,as was ment Ptact ionersofco立1 iveapproacheshavevoicedconcern aboutlack ofat ionto accurac% and i tent t 1nWmcat. 5 6.

(6) . f i d: ingL Mak ageMe印頃Pg z弧停ー. l i d鴎g《*≧ner縦 Eng ses shCo t U r ACont ‐BasedAPProach角rTeacb ent. ” t “ i vi錠es 1n ac thi ‐ shasledtoarebi式hof 危cuson 角r ” ic lass were 頭lrelatedinsome wayto Jmass ion atthebeginningofc tat TI )esentences used 危rdic iロgto t組dentsweregener頭lyaskedtoreadonechapterofthebook 免rhomeworkbe角recoロl P:狂k三 Thes ionsort se qロes- e強al l 1 l i =rdcomprehension quest iono先encons ictat stedofstamdi lasseach week,sothed c ly をom thebook; these werepd- l% somesentenceswereta直en direct ional ionsaboutthechaptet Ad雨t t lcases u □ Qple). ln al o罫iespokenbych 紅actersinthebook (see Appen街区1 免r…m exa mar江yl強esofdimr に鴎es l = Fee b ldthestudents wrote 儒al ,al ions ( i ,ddialog型e), thesentences werereadt ,al .e ‐quest ,切口e se ion,sever副 stu- IOW【Dgthe 甫ctat l鵜 oron paperpro直dedbytheteache工 FOI ir noteboo them downin the br 1ばectedf ldthese sentences were co ud,al irsentences up on the blackboz dents were chosen to putthe Lthecase irbooks Lthe ionsin n l又thestudentslooked 免rthei 紅lswerstothe quest inal ,ori a1 ・y mist敏【es ‐Fi racterwhos縦Ldthesentences rthechal ‐ ofdi副ogue ,貴) j血g 副l l ; oudis j b og 司l cta錠on,read e &i lyevely week wasread oud.Li i▽i 〕 r tythatwasusednea APotheract sauthors ive methodolo容es ivelyincom m 田山cat i涜 勾 thati ‐ Howeveちin thi t snotemployed extens an Lac i ゴ ロgsロメ - d 食) Gi rthe pロヱposeofおster lassroonl re立l ost食) ioninthec ー立 坑mct tserves a usef opロロユon,i , st an iロgthateve L - : yoneis ion.Byt副b口gturnsreadi i ipat ngthebook aloud,thestudentsgetthe 定el dentpalt c ロー ion andcol ln印ヒ l l dea F I IOWなPg 賞) ~ Z i ies i t r 丑eee客press ion 節r lass Lthec ingin 1natact ipat scuss 〕叱ic ,whi pa ‐Di ootherbene宣toftheac錠直り i s b d 無 theac債直セヌAj 先 mld d cative useofthelanguage , onoto en c u eevery o y j b ロg iat ion‐ 副血副1” mldoubtedly r ead i コ臨 む to pract ce their pronlmc that students are 淳ven an opportロ. tcam 茄S‐ fdonein asuppoltiveatmosphere leve lstudents len昏睡g 節rlow‐ ,i al oudcamーbechal ‐Howeveちi ゴ deanDongthestudents l iロgofcaロロa1 tera 定e r ade ‐ icP!江k‐ ionofJWFass lass wastheshoWIPg ipgthec i濯 げ o宣enusedd□r .ofthe modevers 四〕ef紀ーalact les l i With Eng h d shsub錠t i ively 誼ni tedl ‐ Becausethes stePiロgs鮫皿s tudentshadrelat ,the mo e wass own ial or not (see les is bene行c i t ing Eng五sh subt A1 though there hi鵜 been debate about whether us ion須 suppo靴 tool tcam se levelstudentsi ・veasをm ad伍t Katchen, 1996), 金rlow‐ .The 画deo wasusu鑓ly 立i ildedofwhathadhap- d lass ltheendofeachc i t l 1 e先 u1 .Be角re watchiQgthe ddeo ,thestu ents werere l so ex- ldthe mode were al ゴ ロydi節erences betweenthe contentofthe book al penedthe predous week.A d,al tenonthe boz ldthestu- u r ionsabout whatthey wo副ldsee were溺れlt ▽oto角皿 quest ined.Then,tv pla irat つ垣ssenr - ionsasthey watchedthe 画deo edto 免custhe dentswereaskedtot .1 lytoi紅lswerthe quest l eん証y i l l tsofthesto l u redthatthey watchedthe 画deoc削ご tpo soi sl ldal iononthe mostiロ〕po光a tent l l ]γ ,al. 4.5. i ies i t lassact 0ut v ‐c -of. ludedi Lthe l ies were 副soi lassac i▽i t t n l c iesdesc亘bed above lassact ivi t l ln ad薫t -ofc iontothei l ‐c ,out ’ ]恥re coロl iロg to clzu ss‐ j b og one chapter each week be ー ds p豊中a l 1 1 n volved the students read cot貫・ se‐ 四ヒ yi ththe ong Wi ven aone‐page homework papertocomplete 司l Every other week,thestudents were 副l so gi ionsaboutthe l luded vocab l ・dcomprehension quest ula l c 1mework sheetsi ly assi gロ ]edchapteE These ho ,al ). ForthevocabUdazy, loto12key wordswere igo j i Iねent xll金rasanDplehomewodkass story(seeAppend lte ; l ies mld W〕 ldthestudentswereaskedtolook upthe words 血Lthe江 dic錠ona chosen をomLthechapteち al ‐ iol 〕ecomprehension quest lsad(赴essedkeypointszm 彪orchi狂acters血 the me組mngsdowninJapをmese .TI. fth i ish,a l ionsin Engl thoughi t s d h 立 bestto al ・swer the ques thesto ly ‐Thestudents weretoldto ot e le Wdt iねgthe re- lowedto W檀te the趣 responsesin Japzulese ible they were also al ‐ Whi were not poss 57.

(7) . Mほchae 1J cra病中ord. sPonses 血 JaPaneseofcou low 貴ば Prac l 鏡 L ▽ i こ rsedoesnotal th窃 フロt虚1 l ish,atleasti ceV t makesi tnec g 魚 Eng -. essazy 貴) rthemLtoread andcomL l ion 血 Eng ish,sea 〉 Prehendthequest 〕 r ch 貴 rtheanswerin七hesto l ニ ヌ フand teresp0nSe processam adequa ‐. 1s er 4.6 Thecoursef i rom theteacher ve p spect. Atl牡s ti tseemedasthoughthestudentsweresurpれsedtoberead5mg “JwrassicPz江虻’ 免ra 山国ver- ty classes‐Somestudents perhapsthoughtthati si t was go比1gto be an easy c lass al , though once they ゴ鴎g the book a1 stalted read i ly hopes ofth led‐ over頭1 丘om the s so元 were probably q l に i l qy dispel c , ’ teacher ivethestudentsdi t sperspec i terestimthecontentofthebook 紅ldthein-c splayedi l lassact idt ies ‐ At 丘r h t h st t tt h e e t d r wa ss l “ l d omec o t n c em L tb a i es t t h u e s t i n w o i d d n o er d j ぬ t t ecep ve o e c a on al フ l rea g idt ies aloud act i ion sentences conect al ctat ly ve ly hardto getthe d ldthey read ,butthey seemedtot i ; l t where attimesi aloudtothe po t wasdi性i l立tto getthem tostop read 5鴎gin orderto proceedtothe c 1耽 person‐斬刀1 i letheseaspectsofthec ne lass went we口 i lp Lei q)ectedtogenerate 班・yso光 , t wash鑓「derthを lassdiscussion aboutthebook Becausestudentsa ez ofc ttoi 「 edrelucta u ] l loftheir =・swerin 仕ontofa pp u ‐ lassmates smal lgroup 函scuss ionssee立L c edtobe 江l tseemedthatthestudents oreapprop檀ate um,i , .lnsu ” Lth l ivetous血ーgabooksuch as”Ju wererecept i ; rass cPark in tethe岩 ecass ions actthatbothsect ,anddespi lasstookplaceatirstpe コ メ L ofthec od,a協endancewasgood andthestudentswereat ive tent .. 1pers ect 4.7 Thecoursef rom thestudents p ive 4.7 .I. Quest ionna i l ts reresu. ▽のb顔e 食om theteacher’sperspect ivethec lassseemedtogorathersuccess云匡 1% ofcoursei 1 tis 副soes ‐. Statement ” 1‐工en joyedreading ”Jurass icpark . “ ” 2‐Reading Jurass icpark wasdi伍cul t ‐ “ 3. 「 旺ass i CPark wastoolong. 4.A貴er工f ini icPそ江k” 工wo l 山dl iketotry shreading “Jurass , l i readinganotherbookin Eng sh・ “ 5.Byread ing “}urass icp鑓r k i shimproved , my Engl . ” 6.lof tenusedadi ionary whenreading “Ju icpark. ct こ rass. ‐2. ーI. O. O. 3. 5. 2. 12. 2. 一 ti l l. Fi 1 r。 tsf - ionna i エ 1 [ ユtheend一0f g ロ ユrelユミesu Semesterquest re. 2. Average. 18. 15. +1 10 ‐. 10. 15. +0 59 .. I. 9. 7. 15. 9. 2. 7. 16. 11. 5. +0 54 . +0 2 .4. 2. 2. 16. 18. 3. +0 44 .. I. 5. 3. 11. 21. +1ク,. 7.Readingbooksin Engl i i shi sagood waytostudy Engl sh. ” “ 8.Thegrammarin Jurassicpa l t ; rk wasdi伍Cu . ” 9‐Thevocabularyin ”Jurass icPark wasd i版c l亘t . “J ” 工 i d ロf B d i 10 i p k e a i d r n ma i s s c y a r g encein myEngl gane co sh . , l i i t abi es .. O. O. 2. 14. 25. +1 56 . +0 29 .. 11 loudinc lasswasuse粒1 ‐Readinga . 12 Wh h dt t e icParr inc lass lwould n wewa c e he movie ”Jmass , , havepref les t wi thjapanesesubt i erredtoseei t ‐ 13 i 1 一 L dhaVepref sh,I WO enr ed ・Ratherthanreadingabook m Engl lassbasedongran ac l lnarstudy. 14 denoughconversat i i。npract i 1ass ceinthi sc ‐▽陀d - 15 ionwasusef l a. .Thein‐classdictat 16J Wdadhaveprefen「 edtousearegulartextbookratherthan anovel .. 58. 7. 13. 11. 5. 5. 4. 11. 10. 9. 6. 5. 5. 18. 10. 3. +0 05 . +0 02 .. I. 7. 11. 14. 8. 十0 51 .. 5. 8. 5. 14. 9. +0 34 .. 24. 12. 5. O. O. 46 ‐1 ‐. 2. 7. 14. 14. 4. O. I. 4. 14. 22. +0 27 ‐ +1 39 .. 23. 11. 6. I. O. 1 39 ‐ ..

(8) . td: M副k血gLをmgu聾; e Me却唖ロgf l i 1Eng ゴ D og Genera ses brTeach shCour A Content ‐BasedAPProachf. d t 発l fh t ive i頭 tolook atthe class 丑o 1蝕 thestudentぎ PersPect .lnorderto getam idea o ow stu en s sent f l ‐The questionn捌Lre l コ ヒ ロousques誼onna1re wasconducted onthe astday o cass aboutthe class,am anony i l l tscale を○ 】雄 一 lasscontenton a5-Po entsaboutthec 1 1 1onson 16state立l askedstudentstoratethe立 oPI “ “ ” b iむ iねg neutral iむg somewhat di sagree, obe ー 2to十 2, Wi th一 2be卸 ee, 一 1be , 十l e g リ F g disaモ 】 エ ー ewhata卸Fee, so. i 湖 ーg agFeeぞ and十 2be. ionna に ・ 1esetoensu工ere- 1hequest ・ L re Was次〆直前en m JaPa. lass um- l 1 l ts 角rthe16state立l entsaboutthec t 1 l ts 巨ableres ‐hD ‐FigUズelabove ,thenU .Letuslook attheres 〉 rthe16sentences (N ;41). eare口sted貴 berofsbqdentswhoresPonded 角reachPoi口tonthesc司L. 4.7 .2. Di lon scuss. lbedi scussedbydi直 面0gthe16statementsinto 角 田 m 血〕catego直es: 1.) 四]eswrveyres証ts一顧1 ” ” b cpα満 ; 2.) oPipionsabouttheProcessofrea歯Dgthebookanda out op.monsaboutthebook J“mssz ies; and4‐) general opipions aboutthe ivi t lass act c rea面0gin general; 3‐) opImons aboutthe m‐ l lbePresented. li di道idu副 col I IOW in lunents 丑omLstudents Wi r s class‐FO gthi r ,severa n. ヱ ‐0野中われsαるo“訪れebooた. ” 途ね≠ ”J d J i eme乃鳶 ヱ c召α戒 ”mssz ,3 ,8 ,α乃 9 ,2. k‐”○国L icP額r d“J d t I 1 j ごass yth土ee i l l ts 恥rstatementlshowthatonthewhole ThereS ,thestu en seqioye d d Wi th ”2.” studentsrespondedthatthey 南Ldnotedjoythebook;incon桜ast , 15studentsrespon e tis 客I S0truethatoverau joyable A1 thoughthereseemsto be generala淳eementthatthebook wasen ,i s si s soi 庄 ー ent2 was十0.59‐ W敬ythi 日 E i l i l i t ttobed thestudents 角undi c ‐Theaverageresponse 長)rstate1 lthey 山dnot賃Pdthegra al h l lunaror l lyc lea ia i r昼omLthedata notesPec ‐Statements8and9showt atover fthestudents 品und al h ly di葺i t l lar ic ] ご t l cul 1 vocab ulatyto be pa .Statement3, howeve薦 reve st at many o l i l t ttobedi圧i c i つ ヒ ロsmL lロaryreason whytheyconsideredi . thebooktobetoolong aybethepr .1. 2α ぬ○秘ご だαdれgZ九ge九ザ メ 2‐OPれZ伽s の0“励んeProcessofreα函筋g 仇eboo庵α7 ionofthi se) ob- p r skind ofcot thresPecttotheimP1ementat PerhaPsthe mostencot jPgdata (Wi p rag ivedthegreatestagree立l ]m ent をo entrece ] 匡 l ent7‐ 四ヒdsstate立l ]m state taカロed 丑o]皿 the survey co1工・es 食o ththeopinionthatread- th aresponseof“2”)Wi d ー享eed(Wi students ‐ Morethを狐Lhalfoftherespon entsa ’ h l ish,andnoneofthe sPersPec錠ve eed‐FromLtheteacher sa印F 1m di i 1 sagood waytostudy Eng 1 ,t e gbooksi heres証ts 丘om thisstatementshow that mostofthe ts 丑om statement6are al t p rag無g so enco resul .T1 ‐ 一口eshasbeenshown iona j L leread iona コ d i ct f stheuseofdi the立 di ngthebook.A eswhi ct L studentsmLadeuseo sstrategy ロ tisgoodtoseethat立l j血gstrategy I Ppo ostofthestudentsemL 〕鴫antread ployedthi tobeant .ロ ,i l ishi 6 j鴎gthebookthe立 Eng l口proved, 1 le21student sal ・ment5, whi 算 Feedthatbyread responsetostate L edthatthere tedtostate江・ i ent10.ltdsstatementreve司 aybeconnec were neutraland4d sa卸ごeed‐四粒smL. l j鴎inco雄三dence b ogthebookledtoa ga l ightagree立lentthatreadj waso副L .lfshldents do not 角e 1 コ アs yve l i% al though 1 ) ロproved l ish has土 h al t 篤elthatthei l i ies t r Eng rabi .F血a comadentaboutthei ,t ey so may no. id tyofthem thi =mgthebook,危rthe majori sd statementlshowedthat mostofthestudentse増oyedread l i j b qg anotherbookin Eng i 亘 r sh.Forstatement4, wh江e 16 students lateinto a des etot nottrans ly read ish,16students al j b og anotherbookin Engl so wereneutr副 and9stu- iketot dthatthey wo副Ldl i 覇 [ s l t yread dentsdi sagreed‐ 59.

(9) . Michae 1J craヤ マG ord. 3 ・ sαるo“励んe れ-c卿ssαc煽り鷲Z es角幻t emeれ鳶 ヱヱ ‐OP れZoれ リ ,ヱ4 ,ヱ2 ,αれメ ム T1e mostst dngresul i安 t 茄rstatementsre latedto m‐c r 1 lassact ivi悦esi sthatthere wasstrong a i江ee- ictat ions per6 mentthatthe d inning ofc lass each week were usef or口Qed atthe beg bロ. 22 students re‐. i th sponded W. “. 2” 茄rstatement15, whi leomyonestudentdi lere waslessal享eementabout sa モ リ ビeed‐11. 1ねessofread theuse負1 5鴎galoud‐Statementllshowsthat whi le22studentsfbu1 ivi tytobeuse- ・dthisact. 琵J threspecttothe mode, 23studentsrespondedthatthey womd ・d8di sa卸F eed‐Wi , 1l wereneutr須 a1 twi thJapa ratherha 1 les(statementl1). い ▽eseeni t u ユesesubt. F山 司 靭 because muchofthec lass同 じmewas “ ” a直enup 丙 t idt 1atedto JmFass iesre i thact icp… 遜*, there wassomeconceヱェ ーthatthestudents may ha▽e. 危l tthatnotenoughtime was 紙lotted 茄rconversat ion pract i l頭ts 茄rstatement1 ce 4revem that .四)eres somestudents mayindeed have 危l tthistobethecase t 定 ldentsa夢Feedthatthere wasenough . W mle18s ion pract i lass Lthec conversat cei p sagreed. , 14sbqdentswereneutr須 and9shqdents&i. 4 7 z er扇 o脚 脚oれsα60“訪れec嫁 離 俗幻≠のれeれ海 ヱ3αれα ヱ6 j ‐Ge State ] ば l ents13a皿d16prodderatherst磯山ロロgres l 1 l tsregard j無gtheimplementat ionofcontent ‐based iねggradedreaders classes us lassbasedon sagreedthatac .F鱈st thestudentsstrongly di ,. gra口工marstudy. wouldhavebeen pre危rable 氏rst legestudents havejus actthat most] -ye欲 col t .剛腹s maybe duetothe云 i医 yearsofgra co ] m L ish and arelook ]血g 貴) l 1unar ‐basedstudyofEngl pleteds j ヒ ロgnew.Thestudents rso立l eth αi l lyasstrong ly Wi sagreed nearlyequa thstatement16‐ Theres l ヱ l ts 角rthi sstatementsuggestthatstu- dents may公 awortheuseofnove 1stostudy Eng五shoverreg一arte名士books ‐. 万扇 山潔白弼Zcのれァ膨れ云 s/㈹刀塑s加αeれ鳶. Atthe bottom ofthe questionn mre, a space was prodded 恥rthest = L ; ldentsto WI 1te any addi ional t ionsaboutthe cowrse.0副 t co口1 1nents orsugges L ionalcol t l l 1nents y abouthalfofthestudents made addi ‐ ofthose f ial lystand outWi threspecttothe立 relevancetotheimple立lentat ion ofthi j b Qdof sk , bu工esPec 7 h cour se 1at ion) : ‐lntheirown words ,t estudents wdte (authorstrams. Becauseweusedsoα・ d血gthatisvelyf twaseasytostudy eth aロロous ,i. ’ l twasve l i l )嘘book-lthi shi t iertobecomei l i iγ 先皿touseabook 無 起ng steadofate n志thati ter seas l - Lthecontentofasto estedin )総book,m副k i口gi teas iertogetusedto Eng l i i : ythanate sh‐. Theclass was 先にP1 flhave ach額lce l wo司Ld 皿;etota達【ei江・otherclass which usesa novelゴm Bng- ,. l ish‐. AJthoughreadmg Jurassic Pa コ rk was hard,u=d“keregdarte*±book81 never gott”ed ofreadmgi t. ・. 1宝 i に i b ロ ー i ly more角度ロ. ti i te l swayofdo sdef 1 gi. Thesef burstatements are af a j i rrepresentat ion ofthe coロ1lnents pro頃dedbythestudents ostofthe ‐N[ i恒vecomments aboutthec lass al students made pos f t ld wrote thatthey had e噂oyedi . 四コere were ,o ive conunents as we cowrseつsome negat l l ′ l”d have 五kedto have done she wo ‐onestudent wrotethathe. 60.

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