高等学校
平 成6年 度
教 育 研 究 員 研 究 報 告 書
外 国語(英 語)
東 京 都 教 育 委 員 会
平 成6年 度
教 育 研 究 員 名 簿(英 語)
班 研 究 主 題 学 区 所 属 名 氏 名
A
視 覚 情 報 が 及 ぼ す 未 知 語 の 意 味 推 測 に お け る 影 響 及 び 、 ビ デ オ 教 材
を 用 い たLL教 室 の
効 果 的 利 用 に つ い て 1
2
4
5
7
都 立 三 田 高 等 学 校
都 立 国 際 高 等 学 校
都 立 北 豊 島 工 業 高 等 学 校
都 立 忍 岡 高 等 学 校
都 立 第 二 商 業 高 等 学 校
樋 ロ 和 嗣
藤 田 真 理 子
高 橋 祐 之
岡本 眞 一 郎
石 井 正 仁
B
自 ら 考 え 、 表 現
す る 能 力 を 育 成
す る た め の 試 み
1
1
2
3
8
9
10
都 立 田 園 調 布 高 等 学 校
都 立 港 工 業 高 等 学 校
都 立 園 芸 高 等 学 校(定 時 制)
都 立 武 蔵 丘 高 等 学 校
都 立 多 摩 高 等 学 校
都 立 国 分 寺 高 等 学 校
都 立 調 布 南 高 等 学 校
小 林 俊 晴
上 田 み つ子
黒 羽 博 行
星 基 教
馬場 桂
戸 田 園 美
尾 崎 光 浩
担 当
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 小 林三代次
日本 語抄 録
A.視 覚 情 報 が 及 ぼ す 未 知 語 の 意 味 推 測 に お け る 影 響 お よ び 、 ビ デ オ 教 材 を 用 い たLL教 室 の 効 果 的 利 用 に つ い て
LL教 室 の 効 果 的 な 利 用 法 に っ い て は 、 多 く の 研 究 が す で に な さ れ て い る 。 今 回 はLL教 室 を 、 聴 覚 情 報 を 提 供 す る 設 備 と し て だ け で は な く 、 視 覚 情 報 を も 提 供 す る 設 備 と し て と ら え 、 そ の 利 用 法 に つ い て の 研 究 を 行 っ た 。
そ の 中 で ま ず 、LL教 室 の 活 用 に 関 し て の 研 究 を 行 う に あ た り 、 視 覚 情 報 が 英 語 の 未 知 語 の 意 味 推 測 に 及 ぼ す 影 響 に つ い て 調 査 ・分 析 を 行 っ た 。
す な わ ち 、 ビ デ オ 映 像 を 例 に と る と 、 こ の 教 材 は 視 覚 情 報 と 聴 覚 情 報 を 同 時 に 学 習 者 に1nputで き う る 。 し か し こ れ ま で の と こ ろ 、 視 覚 情 報 と 聴 覚 情 報 が い か に 関 係 しあ っ て 学 習 者 の 理 解 を 高 め て い く の か 、 と い う 研 究 は ま だ 少 な い よ う に 思 わ れ る 。 さ ら に 、 ビ デ オ 教 材 はlistening comprehensionを 高 め 、 全 体 的 な テ キ ス トの 意 味 の 理 解 を 助 け る が 、 語 彙 ・文 法 な ど のformを 教 え る の に は 適 さ な い と い う 指 摘 が 多 い 。 そ こ で 、 こ の 視 覚 情 報 が 英 語 の 未 知 語 の 意 味 推 測 に 及 ぼ す 影 響 を 把 握 し よ う と 試 み た 。 調 査 の 結 果 は 、 視 覚 情 報 の 持 つ 未 知 語 の 意 味 推 測 に 対 す る 有 効 性 が 認 め ら れ た 。 報 告 書 の 後 半 で は こ れ を も と に 、 さ ら に 具 体 的 な ビ デ オ 教 材 を 用 い た 英 語 の 授 業 の 展 開 事 例 を 提 示 し た 。
B.自 ら 考 え 、 表 現 す る 能 力 を 育 成 す る た め の 試 み
平 成6年4月 、 高 等 学 校 に お い て 新 学 習 指 導 要 領 に 基 づ く 新 た な カ リ キ ュ ラ ム が 実 施 さ れ た 。 英 語 教 育 に お い て は 、 オ ー ラ ル コ ミ ュ ニ ケ ー シ ョ ン を 実 践 の 中 で い か に 指 導 し て い く か が 問 わ れ て い る 。 生 徒 自 ら が 考 え 、 表 現 し 、 未 来 を 切 り 開 い て い く 能 力 の 育 成 に 、 教 師 は 充 分 に 努 力
して い る か と い う 問 題 提 起 が こ の 研 究 の 始 点 と な っ て い る 。
実 際 に 高 校 生 は 、 外 国 人 と 英 語 で 話 す こ と に ど の よ う な 意 識 を 持 っ て い る か を 知 る た め に ア ン ケ ー ト調 査 を 行 っ た 。 対 象 は 全 日 制 課 程 普 通 科 ・工 業 科 、 定 時 制 課 程 園 芸 科 の 生 徒 で あ る 。 調 査 結 果 を 分 析 す る と 、6割 弱 の 生 徒 は 英 語 で 話 し た い と い う意 志 を 持 っ て い る こ と が 判 明 し
た 。 し か し 同 時 に 、 約4割 の 生 徒 が そ の 必 要 性 を 感 じ な い と 答 え た 。 こ の 結 果 を 受 け て 、 ま ず 自 分 の 考 え を 自 由 に 表 現 さ せ 、 意 欲 と 自信 を 持 た せ る 指 導 の 工 夫 を 試 み た 。 具 体 的 に は 、 す で に 多 く の 実 践 が な さ れ て い る が 、 授 業 に ス ピ ー チ を 導 入 し 、 さ ら に 可 能 な 学 校 で は デ ィ ス カ ッ シ ョ ン ・デ ィ ベ ー トへ と 進 め 、 そ の 過 程 に お い て 、 段 階 的 に 生 徒 の 個 性 や 能 力 を 引 き 出 す 指 導 に 重 点 を 置 き 、 自 ら 考 え 、 表 現 す る 事 へ の 関 心 ・意 欲 を 喚 起 し た 。
「思 考 ・表 現 ・判 断 力 」 を 育 て る こ と を 目 標 と し た 新 し い 学 力 観 が 、 新 学 習 指 導 要 領 で 提 示 さ れ て い る 。 こ の 観 点 を 授 業 に 取 り 入 れ る こ と は 、 教 室 で の 受 け 身 的 な 学 習 態 度 か ら 抜 け 出 し、
生 徒 が 自 ら 考 え 、 表 現 す る 事 に 自信 を 持 つ こ と に 有 効 で あ る こ と を 合 わ せ て 確 認 し た 。
CONTENTS
GroupA
lIntroduction 2Rationale
DOESSEE頁NGFACILITATEUNI)ERSTAND夏NG?
3Hypotheses
4」ExperimentI 4」 」Procedure
4.L2ResultsofExperimentI 4.2ExperimentII
4.2.1Procedure
4.2.2ResultsofExperimentII 5Discussion
6Conclusion
7Examp且esofVideoTeachingTechniques Re」ferences
01凸∠2345578889111
GroupB ASTUDYONDEVELOPINGTHESTUDENTS,ABILITY TOEXPRESSTHEMSELVES lAReasonforThisStudy
2ASurveyonEnglishClasses
2」EnghshClassesQuestionnaire 2.2AnalyslsoftlleQuestionnaire
3ExperimentalLessonPlans 3.1Speech‑MakingActivities 3.2ASteptowardHavingDiscussions 33FromReadingLeveltoSpeakingLeve1 4Conclusion
References
34455589131111111122
GroupA
DOESSEEINGFACILITATEUNDERSTANDING?
‑ASTUDYINSEARCHFOREFFECTIVELANGUAGELABUSE・
1.Introduction
EversincetheTokyoGovemmentstartedequippingTokyoMetropolitanhighschoolswith languagelabs,Englishteachershavebeensearchingfo19waystomakethebestuseofthese facilities.ThenecessityofusingauthenticmaterialsandcontextuallyappropriateandmeaningfUl activitieshasbeenpointedoutwithanemphasisontheimportanceoflisteningcomprehensionin developinglisteningskm(Takefuta,1984).Listeningisnowrecognizedasoneofthemost impoItantskillsforEnglishteacherstopayattentiontointheclassroom.Moreover,some researchersandteachersinJapanhavebeguntocalllanguagelabs"learninglabs,"arguingthata languagelabisnolongerusedonlyforlisteningtoaudiomaterialsorforpracticingrigidpattems anddrills,butforlearningavarietyoflanguageskills.Asaresult,someteachershaveevensta1寸ed touselanguagelabstoteachtheskillsofreadingandwriting.Whilethedevelopmentofinnovative
methodsforusinglanguagelabsseemstogobeyondthetraditionalgrammar‑translationmethod, whichhasbeendeeplyrootedinEnglisheducationinJapan,someschoolshavefounditdifficultto uselanguagelabsfbrvariousreasohs(KaihatsuGroup,1994).
Asforactuallanguagelabuse,thereseemstobeadichotomyamongteachersbctweenthose whochoosetouseit(whoa1℃intheminority)andthosewhodon't.Perhapsmanyofthosewho don'tusealanguagelabmayhaveamachine‑phobia.Theymayfeelthattheirowncomf()1寸able
styleofteachingisbeinginteiferedwithbymachinesinalanguagelab.Usinglanguagelab materialmayatfirstseemtobeausefuladditiontoclassroomteaching,butitisnoteasyto
regularlyintegrateaし1dioandvideomaterialsintoabusycun'iculumatsomeschoo】s.Fu1寸hermore, theuseofthesematerialsrequiresagreatdealofpreparationfromsometcacherswhoarealready burdenedwithaheavyworkload.Teachersmayalsobehesitantaboutusingalanguagelab.They realizethatmanystudentsinJapanarefocusedontheirfinalexams.Manystudents,therefo1'e,are examination‑01iented.Closeexaminationofthelisteningtestsintheentranceexaminationto universitiesrevealsthatthetextsusedintheselisteningtestsarephoneme‑basedandfullof unnaturaldiscourse.Thisremainsbothcontradictorytostudents'actualneedsandtheroleof teacherswhoareexpectedtoinst1.uctstudentsaccordingtoanewlyrevisedcourseofstudy, implementedstartingthisyearemphasizingtheskillsof1℃alcommunicationinforeignlanguages.
ItisnowonderthatmanyEnglishteachersarethereforedoubtfuhftheywillactuallybeableto equiptheirstudentswithsatisfactoryproficiencyskillsinEnglishtoenteruniversity,1etalone developcommunicativeskillsinEnglish.Giventhesecircumstances,teacherswhochoosenotto
2
usealanguagelabmayhavegoodreasonsafterall.
Sofarwehavediscussedtheobstaclesteachersfaceinusingalanguagelab.
therationaleofourpr()ject.
Nowweturnto
2.Rationale
MostlanguagelabsinTokyoMetropolitanhighschoolsareequippedwithVCRs.Video permitsstudentstobeexposedtothedynamicsofinteraction.Italsoenablesstudentstolistento nativespeakersofEnglishwithvariousaccentsandparalinguisticfeatures.Finally,visualmatelial allowsstudentstoobse1'veauthenticsettingswherethelanguagetheyleamintheclassroomis actuallyused.Therefore,wemaysaythatoneofthegreatestadvantagesofvideoisthatitenables teacherstoprovidestudentswithleamingexperiencesthataremuchmorelikelytooccurinthelreal world.'Giventhiscontext,teachershavenaturallytumedtovideotechnology.Anumberofthe benefitsofvideohavebeenreported(lida,1990;Secules,1992;Matsumoto,1994),variousways tousevideointheclassroomhavebeenpresented(StempleskietaL,1990;Tsukada,1992),and wehavenoticedthatwhenweusevideointheclassroom,thestudentslmotivationseemstogreatly lncrease.
However,verylittleresearchabouttheactualeffectivenessofvideoinEng】ishclassroomsat thehighschoolIevelhasbeendone.Teacherstendtoassumethatvideoisapowerfulteaching
噛too1
,becauseitsimultaneouslyprovidesvisualaswellasaudioinformation.However,justhow effectiveisvideo?Secules,etal.(1992)repo1てsthat"thevideo‑basedcurriculumclearlyhadbetter listeningcomp1●ehensionthandidstudentsinthetraditionalcun弓iculum,onalllevelsofanalysisfor allclasses,"butthat'電vocabularywasleamedbetterbyoraldrillthan,byvideo."Theyarguethat thehypothesisthatbestexplainsthisisthat"inthevideo‑basedcurriculum,studentsgained
valuablepracticeinthespecificskillofmakingsenseoforalmateri瓠 曜on‑line'without
understandingeverywordorgrammaticalusage‑‑askillnotnormallypracticedintheforeign languageclassroom."D㏄sthismeanthatvideoiseffectivetoenhanceovera111istening comprehension,butnotsoeffectiveinlearningvocabularyandstructure?
AccordingtoTanaka(1990),83percentofallinfbrmationisabsorbedvisually,npercentis absorbedbyauditorymeans,andtherestisabsorbedbyothermeanssuchastouch,sme11,etc.Itis alsosaidthatthevisualsensoralwaystakesdomjnanceovertheauditorysensor.Therefore,itis nowonderthatvideocanhavesuchagreatimpactonstudents.However,thisdoesnotnecessarily meanthatvideoisaproductivetoolforlanguageleaming(Pysock,1991).Whenstudentswatch video,languageisobservedinwhole,andnotinpart.Therefbre,studentsmaynotpayattentionto allvocabularyataIocallevel,buttomeaningincontextatagloballeve1.
Ontheotherhand,Visscher(1990)believesthatiflanguagecanbeseenasawholeand associatedinitscolltext,itcanbeeasilymemorizedbystudents.Thismnemonicwayofleamingis
3
saidtobemuchmorepowerfulthanstraightmemorization.Therefore,we'dliketoreinventthe wheelandchallengetheresultsgainedbySeculesetal.Weassumethatvideoiseffectivein leamingvocabulary,becauseitgivesvisualinfbrmationwhichmayhelpstudentstoguessthe meaningofwordsfromcontext.
Theskillofguessingthemeaningofunknownwordsfromcontextisgenerallyregardedasa readingstrategy.Smith(1988)arguesthat"readingalwaysinvolvesacombinationofvisualand non‑visualinfbrmation,"andthatreadingisaninteractionbetweenthereaderandatext.Clarke andNation(1980)suggestthatguessinginvolvesconsideringandinterpretingthesurroundingtext andpredictingandseekingconfrrmationoftheprediction.Weassumethatthe.skillofguessing unknownwordsinreadingcanbeappliedtovideowatching.Therehasbeenverylittleresearchon therelationshipbetweenvisualinfbrmationprovidedbyvideo,andtheskillofguessingthe meaningofunknownwordsfromcontext.We'dliketoexplorewhethervisualinformationfrom videoenhancesstudents'abilitiestoguessunknownwords.
Itisalsosaidthatwhereasadvancedstudentsgenerallyusevisualcuestoconfirmand supplementwhattheycatchthroughlistening,10wer‑1evelstudentsuseauralcuestoconfirmand supplementwhattheycatchthroughwatching.Doesthismeanthattheeffectofvisualinfbrmation differsaccordingtostudents'proficiencylevelinEnglish?
Weassumethattheeffectofvisualinformationmaydifferaccordingtostudentslskilllevelsat guessingthemeaningsofunknownwordsfromcontext.Totestourassumptions,wedesigned
twoexperiments.ExperimentIcomparedtwogroups,thestudentsofhigherEnglishproficiency andthestudentsoflowerEnglishproficiency,toseewhethertheabilitytoinferthemeaningsof unknownwordswithvisualinformationdependsonthestudents'Englishproficiencyleve1.
ExperimentIIinvolvedgivingapre‑testandapost‑testtothegroups,toseehowvisualinfbrmation influencedtheirabilitiestoguessunknownwords.Finally,we'dliketosuggestsomeapplications ofourpr()jecttoteaching.Webelievethatlanguagelabscanprovidestudentswithvisual
informationwhichhelpstheminleamingaforeignlanguage.
3.Hypotheses
Hypothesisl:Theabilitytoinferthemeaningsofunknownwordswithvisualinfbrmation dependsonthestudents'Englishpro負ciencylevel.
Hypothesis2:Visualinf()rmationenhancestheabilitytoinferthemeaningsofunknownwords.
ExperimentIwasdesignedtotestHypothesislandExperimentIIwasdesignedtotest Hypothesis2.
4
4.1.ExperimentI 4.1.1.Procedure
ExpelimentIwascarriedoutintwoTokyoMetropolitanhighschools:SchoolAandSchoolB.
ExpelimentIinvolvedl38secondyearstudentsinSchoolAand130inSchoolB.InSchoolA, thetop68studentsaccordingtothetotalscoresoftermexamsformedtheHigherGroupandthe bottom70studentsaccordingtothetotalscoresoftermexamsfbrmedtheLowerGroup.In SchoolB,thetop70studentsaccordingtothetotalscoresoftermexamsfbmledtheHigherGroup andthebottom60studentsaccordingtothetotalscoresoftermexamsformedtheLowerGroup.
TheaveragescoresandstandarddeviationforeachgrouparegiveninTable2‑5.Inorderto confi㎜thattheHigherGroupsandtheLowerGroupsweresignificantlydifferent,atestof significancewasperfbrmedbasedonthetotalscoresoftermexamsconductedateachschoo1.The resultsrevealedasignificantdifferencebetweenthem.(t=13.6,p<.0001atSchoolA.t=12.1,
p<.0001atSchoolB)Then,werandomlydividcdeachofthetwoHigherGroupsandeachofthe
ノ
twoLowerGroupsintwoandmadefburcontrolgroups(withoutvisualinformation)andfour experimentalgroups(withvisualinf()rmation).
Weusedawrittentextaboutakindofgunandaspecialprotectivejacket.Itwas224words longandincludedsix'nonsense'words.Itwasmodifiedfromthetranscriptofavideosothat studentswouldknowallthewordsinthetextexceptfbrthenonsensewords.Themeaningsoffire
and抽8rweregiveninJapanese,becausethestudentshadnotleamedthemyetWeminimized thenumberofunknownwordsorsentencessothattheonlyparameterswouldbethesixnonsense words.Tablelliststhesixnonsensewordswiththeirpartsofspeech,designatedmeanings,kind ofcontextcluesprovidedbythetext,andwhethertheywereclearlyshowninthevideoornot.Liu NaandNation(1985)foundthattheeasiestwordstoguessinawlittentextwereverbs,thesecond werenouns,andthethirdwereadverbsandthemostdifficultwerea(ljectives.Students曾abihtyto guessthemeaningsofunknownwordsmaydependonpartsofspeech.
ThevideoweusedfbrthisexperimentwastakenfピomUnitlof工 一LlBBC
旦 ㎎ 麺(1985).Weusedthevideowiththesoundoffandusedonlythevisualinformationit provided.Itdescribesagun,anditsimpact,andhowspecialfibersinabullet‑proofjacketprotecta humanbody.
InExperimentI,weshowedthevideoaboutthetexttwice,takingthreeandahalfminuteseach time,tothestudentsoftheexperimentalgroups.Itwasshownwithoutsoundinordertof()cuson thevisualeffectalone.Then,wegavethemlOminutestoreadthetext,inferthemeaningsofthe sixnonsensewordsandchoosetheequivalentJapanesemeaningsfピomalistof25Japanese words.Thelistcontainedthreedetractorsfbreachcorrectanswer.Inthevideo,thefiberlooked strongandsoftandtheplasticinewasalsoclearlyshown.Itwasassumedthatifstudentssaw them,theywouldbeabletomatchthemeaningsofdevisain(strong),ノ'ebu'e(soft),andrex〃
一5
(plasticine)withthemeaningsinJapanesegiveninthelist.Inthecontrolgroups,thestudentswere giventhesamesheetsandaskedtocompletethetask,aslntheexperimentalgroupsbutwithout
Watchingthevideo.Thefollowingistheworksheetthestudentswereaskedtoworkon.
"Thegun
,calledtheColtTrooper,will*fireabulletatover1,600kilometersanhour.It canpunchthroughacardoor250metersaway.Ifthebulletcanpunchthroughametalcan,
whatwillhappentothehumanbody?
Thespecialjacket,madeofspecial*fibers,(1)maleksyoufromthisgun.Thisfiberis madebymananditisvery(2)devisain.Itisalsoso(3)febutethatyoucanpushyour fingersthroughitWecanmakeakindofclothfromthesefibers,andweputthemtogether tomakeaspecialpaneL
Thespecialpanel,madefromthesefibers,(4>cofendsabulletanditisthinnerthana tenpencecoin.Thoughthispanel(4)cofendsabullet,thehumanbodywillgetthe greatshockoftheimpact‑一 一about400kilograms.
Whenweputthelittlepil}ow(airisinside)betweenthepanelandthebody,theimpactof thebulletbecomesveryweak.
Wewilltryanexperiment.Wecan'tuseahumanbody。Wewilluse(5')rexi1.Let's havealook.We11,ithasn'tgivenmuchdamageinthepanel.Asforthe(5)rexil,hardly amark.Butasforthebullet,ithasmadeabigmarkonthat,So,Ithink,wearingoneof these,wecanwalktall,andweare(6)agget."
*fire(弾 を)発 射 す る*fiber繊 維
【問 】1〜6の 単 語 の 意 味 を 最 も 適 切 に 表 現 し て い る と 馬 、う 日 本 語 を 、 下 の ア 〜 ノ か ら 選 ん で 記 号 で 答 え な さ い 。
Guessthemeaningof6wordsinthepassageandmatchthemwithJapanesebelow.
1.maleks()2,devisain()3.febute() 4。cofend()5,rexil()6。agget()
ア.吸 収 す る カ.貫 通 す る サ.強 い タ。分 散 す る ナ.緊 張
イ.破 壊 す る キ,止 め る シ.水 溶 液 チ,柔 ら か こ.コンクリート
ウ.き め 細 か ク,滑 ら か ス.遠 ざ け る ツ.守 る ヌ.安 全
エ.引 き 離 す ケ.大 き い
セ.ね ん ど テ.太 い ネ.犯 罪
オ.不 注 意 コ.軽 い
ソ.細 い ト.不 安 ノ.紙
6
TablelThe6NonsenseWordsToBeGuessed
NonsenseWord PartofSpeech DesignatedMeaning ContextClues
Providedby theText
ClearlyShownin theVideo?
WImaleks W2devisain W3febute W4cofends Wsrexil W6aet
verb a(ljective a(ljective verb noun ad●ective
protects strong soft stops plasticine
safe
local local 1㏄al local local lobal
no yes yes no yes no Wecalculatedthetotalnumberofcorrectanswersandmadeastatisticaltestofthesignificance oftheaveragescoresofeachgroup.
4.1.2.ResultsofExperimentI
AccordingtotheresultsshowninTable2‑5,thestudentsoftheexperimentalgroupsatthe higherEnglishlevelinfbrredthemeaningsofnonsensewordsbetterthanthestudentsofthecontrol groupsatthehigherEnglishlevel,whiletherewasnosignificantdifferencebetweenthestudentsat thelowerEnglishlevel.WethinkthissupportsHypothesisl.
Table2TheHiherGrouofSchoolA
V」, Wl W2 W3 W4 W5 W6 TOTAL Termscores
wAVG N=38STD
O.91 0.28
0.21 0.32
0.60 0.49
0.26 0.44
0.51 0.50
0.83 0.38
3.20 1.19
AVG=236 STD=36 wloAVG
N=30STD
0,77 0.42
0.31 0.46
0.23 0.42
0.11 0.32
0.31 0.46
0.51 0.50
2.26 1.34
AVG=236 STD=36
t 1.64 1.06 3.39* L49 0.74 3.Ol* 3.10*
Table3TheLowerGrouofSchoolA
V.L Wl W2 W3 W4 W5 W6 TOTAL Termscores
wAVG N=35STD
0.69 0.46
0.13 0.33
0.49 0.49
0.18 0.38
0.44 0.49
0.62 0.49
2.82 0.97
AVG=137 STDニ25 wloAVG
N=35STD
0.59 0.49
0.24 0.43
O.41 0.49
O.21 0.41
0.31 0.46
0.45 0.50
2.21 1.54
AVG=135 STD=21
t 0.86 1.14 0.66 0.31 Lll L40 L87
7
Table4TheHiherGrouofSchoolB
V.1. Wl W2 W3 W4 W5 W6 TOTAL Termscores
wAVG N=35STD
0.91 0.28
0.370.800.340.490.97 0.480.400.470.500.17
3.80 1.24
AVG=140 STD=21 w/oAVG
N=35STD
0.80 0.40
0.26 0.44
0.69 0.46
0.23 0.42
0.43 0.49
0.51 0.50
2.91 1.27
AVG=137 STD=22
t 1.33 1.oo LO7 0.780.51 5.15* 3.00*
Table5TheLowerGrouofSchoolB
V.L Wl W2 W3 W4 W5 W6 TOTAL Termscores
wAVG N=30STD
0.94 0.25
0.29 0.45
0.65 0.48
0.32 0.47
0.52 0.50
0.84 0.32
3.55 1.21
AVG=79 STD=19 wloAVG
N=30STD
0.84 0.37
0.450.65 0.500.48
0。32 0.47
O.39 0.49
0.65 0.48
3.29 1.35
AVG=78 STD=18 tL230.960.000.00LO21.72
*Significantp< .Olone‑tailed.V.1.=VisualInformation
0.77
4.2.ExperimentII 4.2.1.Procedure
ExpeiimentIIinvolved80thirdyearstudentsofmixedlevelsinSchoolC.Thetextandthe videowerethesameasExperimentI.ThedifferencebetweenExperimentIandIIwasthatin ExperimentIIweusedapre‑testandapost‑test.WealsoprovidedstudentswithaJapanese
glossaryofthewordsinthetextwhichwethoughtΨerebeyondtheirvocabularyleveLTheref6re, theywereabletoknowthemeaningofallthewordsinthetextexceptfbrthenonsensewords.
Anotherdifferencewasthatinsteadofaskingstudentstoinferandchoosethemeaningsofthe nonsensewordsfromthelist,weprovidedfourchoicesofmeaninginJapaneseforeachnonsense word.Inotherwords,theywereabletoinferthemeaningofeachnonsensewordffomfbur choices.Thismayhavemadethestudentsfeelmorecomfortableatguessingnonsensewords.
First,studentsweregiventhetextandtheywereaskedtoreaditandguesstheunderlined nonsensewordsandchoosetheirmeaningsfromfourchoices(thepre‑test).Whenthey行nished thetext,weshowedthemthevideoofthetexttwicewithoutsound.Then,thestudentsweregiven thesametextandwereaskedtoinferthemeaningsofthenonsensewordsafterhavingseenvisual infbrmation.(thepost‑test).(SeeAppendix)Wecalculatedthetotalnumberofcorrectanswersand madeastatisticaltestofthesignificanceoftheaveragescoresofthegroup.
4.2.2.ResultsofExperimentII
一8
Theaveragescoreofthepre‑testwas3.35withstandarddeviationatL83,whereastheaverage scoreofthepost‑testwas4.30withstandarddeviationatl.29.Thet‑scoreofthetotalpointsofthe testis2.4,whichissignificantatp<.050ne‑tailed.WethinkthissupportsHypothesis2.
5.Discussion
Thedatafromourtwoexperimentsshowthatvisualinformationmayhelpstudentsofahigher Englishleveltocorrectlyinferunknownwordsinthetext.Inpa1寸icular,thestudentswereableto inferthenonsenseword,agge',betterthananyoftheotherwords.Wethinkthisisbecauseag8e' isawordofg星obalcontext.Visualcomprehensionisusuallytotalandsynthetic,sovideomayhelp studentscomprehendglobalcontextratherthanlocalcontext.WealsofoundinExperimentIIthat ifweprovidedstudentswithnarrowerchoices,theywereabletof()cusmoreandin色runknown wordsbetter.Thismayimplythatifweprovidestudentswithbackgroundinformationoran advanceorganizerbef()rewatchingthevideoandIimitthenumberofpossibletextinterpretations, theymaybeabletofocusmoreandinfercorrectly.
However,ourexperimentsalsoshowthatthevisualinfbrmationdidn'tseemtohelpstudentsof alowerEnglish】evel.Moreover,thenonsenseword,devisain,(strong)seemstobedif行cultto inferfromthevisualinf()rmationevenforthestudentsofahigherlevel.Whatdoesthismean?
1nterestinglyenough,wefoundabout5%ofallthestudentsinExpedmentIandIIgothigher scoreswithoutthevisualinformationratherthanwithit.Inotherwords,thereweresomestudents whodidbetterwithoutthevisualinformationthanwithit.Weinte1viewedsuchstudentsabout
howtheyfeltabouttheexperiment.Althoughsomesaidthatthevisualinformationdidhelp,in fact,itdidn'thelp.Theymadewrongguesses.Theymighthavefeltthattheysomehow
understood,becausethevisualinformationmighthavehelpedstudentscomprehendtheglobal meaningofwhatwaspresentedinthevideo.Whenthestudentswereexposedtothevisual infbrmationprovidedbythevideo,theymightnothavepaidattentiontoeverywordatalocalleve1, buttothemeaningofthecontextatagloballeveLTherefbre,whentheywereaskedtoinferthe meaningsoftheunknownwords,theyhadtoswitchtoatotallydifferentmodeofleaming.Their visualcomprehensionwasholisticortotal,buttheirtaskwasaskingthemtobeanalyticaL
Furthermore,somestudentsmentionedthatthevisualinfbrmationconfusedthem,because whattheysawinthevideowasdifferentfromwhattheyhadexpectedtosee.Theschemaprovided bythetextbeforewatchingthevideowasnotconsistentwiththeschemagivenbythevisual infbrmation.Someofthesestudentsgotconfusedandtheyevenchangedtheirco1Tectanswersto incon'ectones.Wemightsayvisualinfbmlationmayhindertheunderstandingofatext,ifthe visualinfo士mationfailstoprovidesuf行cientcluesfbrinfbrmationprocessing.
Thesefindings,thatvisualinformationmayconfuseandevenhindertheunderstandingof students,haveimportantimphcations負)rourteachingwithvideo.First,visualinformationmaybe
一9
usefulifitisgivenpriortoauralorwlitteninfbrmation,becauseitmayhelpstudentsformschema inadvance.Therefbre,whenvideoisusedintheclassroom,insteadofgivingvisualandaural informationatthesametime,limitingthepresentationtovisualinforrnationonlyatfirstmaybe beneficiaLSilentvideoviewingmayplayanimportantroleinhelpingstudentstounderstandthe context,andthiscontextmayenhanceabilitytoguessmeaningsofwordsstudentslistentoafterthe SilentvieWing.
Second,wetendtoassumethatvideoisusefu1,becauseitcangivevisualandauralinfbrmation atthesametime.Sowemayfallinatrapandoverusevideotothepointofhindering
comprehension.Rubin(1991)arguesthat"videocanserveasahaventoenhancelistening
comprehensionifitisselectedsothatitprovidessufficientcluesforinfbrmationprocessing.1tis theselectionthatiscritical,notjusttheuseofvideoalone."Weshouldkeepinmindthatvideo
mayhinderstudents'understanding,ifitdoesn'tprovidesufficientcluesforinformation processing.Itisnotvideothatteachesstudents,butitishowteachersusevideothatmakesa difference.
Therefore,silentviewingandwhatvideoweselecttomatchthemediumwiththepurposemay makeseeingfacilitateunderstanding.Weneedtokeeponexperimentingwithvariousapproaches tousingvideointheclassroom.
6.Conclusion
ThisstudywouldhavebeenmorereliableifthelistofchoicesgiveninJapanesewhichthe studentschosefrom,hadbeenmorecarefullyprepared.Thesubtledifferencesinthemeanings giveninJapaneseseemedtobeanothervariablethataffectedtheprocessofguessingunknown words.Thenonsenseword,devisain,(strong),seemedtobeespeciallyconfusingtobothcontrol andexperimentalgroups.
Despitethelimitationsmentionedabove,thisstudyhaseducationalimplications.Wehave triedtoanswerthefollowingquestion:Doesseeingfacilitateunderstanding?Wehavefoundthat
visualinfbrmationmayenhancestudents'abilitytoinferunknownwords,especiallyforstudentsof ahigherlevelofEnglish.Wehavealsofoundthatthereisacomplexprocessinvolvedintakingin visualinfbrmation,becausevisualinf()rmationmaysometimeshinderstudents'understandingifit isnotconsistentwiththeschemastudentsalreadyhave.
Withmoreandmorevideosnowbeingusedinlanguagelabs,weneedtoknowwhatkindof visualinputismosteffective.Forthedefinitionofcomprehensibleinput,weneedtodomore researchonthekindsofvisualandauralinf()rmationthatenhanceunderstanding.
Theprimarygoaloflanguagelabshasbeentodevelopthelisteningskmsofstudents,butnow manylanguagelabsinTokyoareequippedwithvariouskindsoffacilitiestopresentvisual infbrmation:VCR(VideocassetteRecorder),LDP(LaserDiskPlayer),OHC(OverheadCamera),
一10一
ResponseAnalyzer,bigscreenTV,etc.Withmoreattentionpaidtotheimportantrolevisual informationplaysinthelanguagelab,wemaybeabletoconstructabetterleamingenvironmentfor ourstudents.
7.Examp塵esofVideoTeachingTechniques
Weconcludedthatvisualinf(〕mlationsometimeshelpsandsometimesdoesn't.F順her
researchisneededtofindwaystopresentvisualinfbrmationthatarehelpfulforstudents .
Examplesofvideoteachingtechniquesareasfollows:
First,showingfreeze‑frameofvideoandaskingstudentstopredictthecontentmayhelp preparestudentsforwhattheyseenext.
Second,silentviewingofvideomaypreparestudentstohaveageneralunderstandingofthe gistofthevideo.Wehavefoundwhenstudents行rstwatchthevideowithoutsound,theyseemto concentrateonthevisualimagesmo!eandactivatetheirbackgroundinfbrmation.
Third,writingdownallthewordsthatdescribepeople,things,places,actions,andfeelingsin thevideoduringthesilentviewingmayhelpthemtocorrectlypredictwhatkindofvocabularythey willlistentointhevideo.IfwemakethistaskagrouptaskinwhichStudentAwriteswords whichidentifypeople,andStudentBwriteswordswhichidentifyplaces,andletthegroupshare thevocabularyinadvance,theymaybeabletoprepa1℃themselvesforwordsconnectedtothe contentofthevideo.Moreover,groupcooperationmayreducestudents'anxiety,makinghstening comprehensionoftheoraltextlessoverloadingandthreatening.Theotherwayoftakingnoteson thevideoisaskingstudentstowritewordsaccordingtopartsofspeech.Inotherwords,students areaskedtowritedownverbs,nouns,adjectives,oradverbsthattheyexpecttohearinthevideo.
Thisactivityincorporatesmeaningandgrammar,whichreinfbrceeachotherfbrbetter understanding.
Fourth,studentsareaskedtowatchthevideowithsoundandcirclethewordstheywrotethat theyactuallyhear.Thisactivitymayhelpstudentstoconfirmtheirprediction,andsomestudents mayfindtheirunderstandingofthevideowithonlyvisualinfbmlationisdifferentfromtheir understandingofitwhentheylistenandpayattentiontosmalldetails.
Fifth,studentsareaskedtomakethreewh‑questionsoryes‑noquestionsaboutwhattheysaw inthevideo,andexchapgetheirquestionswiththeirneighborsandwriteanswersforthequestions oftheirneighbors.Sincestudentsarealreadyprovidedwiththevocabularyinmakingquestions, theymaybeabletogeneratequestionswiththeirownwords.Intraditionallisteningclass,itis almostalwaystheteacherwhogivesquestions.However,thisactivitydemandsthatstudentsuse theiractivevocabulary.
Wehaveactuallytriedtheseactivitiesinlanguagelabs.Studentsseemedtobeabletoglean whateverinformationtheygetfromthevisualimagesandconnectedthecontentofthevideowith
一11一
theiractivevocabulary.Forevaluationoftheirunderstanding,weaskedthemtowriteasummary ofthevideointwoorthreelinesbasedonwhattheysaw.
WhenwewatchTVnewsormovies,weusuallytakeinwhateverinfbrmationwewanttoget andtendtoignorewhatisirrelevant・Therefbre,webelievethattotalunderstandingofthevideois unrealisticandthus,unnecessaryintheclassroom.However,somestudentsexpressedtheir desiretoknoweverythinginthevideo.Weusedacaptiondecoderandshowedthewrittentexton thescreenattheendoftheclasssothattheywereabletoreadthecaptionandlistentohowthe
languagewasusedinthevideo.Somestudentssaidthatthecaptionhelpedthemtocon負 ㎜what
theyheard.Captionmaybeanotherpowerfultoolasvisualinfbrmationinlanguagelabs.Yet fU曲erresearchisnecessarytotesttheeffectivenessofwhatstudentsseeinlanguagelabs.We suggestthatyouexperimentthesetechniquestofindwhatworksbestfbryourstudents.
References
Clarke,D.F.&Nation,1.S.P.(1980)."Guessingthemeaningsofwordsfromcontext:
Strategyandtechniques"SystemVol.,8:211‑220・
飯 田 鉄 夫(1993).「 時 事 英 語 の 語 法 と 文 法 」 『英 語 教 育 』42、8:49‑51.
LiuNa&Nation,1.S.P.(1985)."Factorsaffectingguessingvocabularyincontext"RELC JoumatVol.16(1)
松 本 青 也(1994).「Hi8ビ デ オ とBs放 送 」 『 英 語 教 育 」43、4:73.
Pysock,J.(1991)."AninductiveanalysisofEnglishlanguagevideosfortheJapanese universityclassroom."JACETBulletinNo.22:95‑114.
Rubin,J.(1990)."ImprovingForeignLanguageListeningComprehension"Georgetown UniversityRoundTable.Ed.」.E.Alatis.Washington,D.C.:GeorgetownUniv.Press.309‑316
Secules,T.,Herron,C.&Tomasello,M.(1992)."Theeffectofvideocontextonforeign languagelearning."Theルlodern乙anguageJournal,76,4:480‑490.
Smith,F.(1988).Understandingreading.4thed.NewYork:Holt,RinehartandWinston.66 Stempleski,S.&Tomalin,B.(1990).VideoinAction:Reciesf6rUsinVideoinLanuae 工麺 旦gPrenticeHa1L
竹 蓋 幸 生(1987).『 ヒ ア リ ン グ の 行 動 科 学 』 研 究 社 出 版.
塚 田 三 千 代(1992).「 多 面 的 な 洋 画 ビ デ オ の 活 用 法 」 『す 一 ラ ル コ ミ ュ ニ ケ ー シ ョ ン 展 開 事 例 集 』 一 橋 出 版.276‑279.
Visscher.J.(1990)."Mixed‑UpMedia:TheUseandAbuseofVideoinLanguageTeaching"
TheLanguageTeacher,XIV:11:5‑9
Willis,J.(1985).‑TheBritishCouncil.
一12一
GroupB
ASTUDYONDEVELOPINGTHESTm)ENTS'ABIHTY TOEXPRESSTHEMS肌VES
一IncorporatingtheNewConceptofLearningintotheEng置ishClass一
1AREASONFORTHISSTUDY
InApril1994,theNewCourseofStudyforUpperSecondarySchoolsbecameeffective.What distinguishestheNewCourseofStudyfrompreviousCoursesofStudyisthatitdemonstratesthe necessityofanewconceptofleaming.What,then,isthisnewconceptofleaming?
Conventionally,memoryandaccuracyhavebeenhighlyesteemedinJapaneseeducationsystem.
Andwiththistraditionalapproachtoleaming,wemighthaveachievedrapideconomicgrowth .
However,theworldhaschangeddrasticallyandthenextcenturymayrequirenewpeoplewiththe abilitytothinkfbrthemselvesandtoexpressthemselves.Therefbre,itistimethatwe,teachers thinkwhatwecandotohelpstudentstodeveloptheirabilitytoexpressthemselves.Insteadof emphasizingmemoryandaccuracy,weshouldplacetheemphasisonthequalitiesofthinking, expressionandjudgmentintheNewCourseofStudy.Moreover,thestudents'wmingness, interestandpositiveattitudeshouldberegardedasthemotivepowerbehindstudying.Thiswill shapethenewconceptofleaming.
Firstofall,weneedtofacereality:inspiteofthefactthatstudentsspendsixyearsleaming English,mostofthemfinditdifficulttoexpressthemselvesinEnglish.Someofthemareafraidof makingmistakes.WhathaspreventedthestudentsfromdevelopingtheirEnghsh‑speaking ability?WemusttrytounderstandthereasonsfbrthisIackofEnglish‑speakingability.
Secondly,weshouldtrytounderstandthenewconceptofIeamingandintroduceintothe Englishclass、Weshouldemphasizenotonlyreadingcomprehensionandgrammaticalaccuracy butalsospeakingandlistening.Astudent'sEnglishabilityshouldbemeasuredintermsofhis/her communicationability.ThroughEnghshcommunicationactivities,weshouldbeabletoelicit theirinterestandpositiveattitudefromthestudents.WebehevethatcarefUlpreparationfbr Englishclasseswillmakeitpossiblefbrstudentstovoicetheiropinionsandhavetheabilityto discussthem.
Consequentlywedecidedtoplacethefbcusontheactivitiesofspeech,discussionanddebate.
"T
ohelpstudentsdevelopabilitiestoorganizeandexpresstheirideasanddiscussthem"isone oftheo切ectivesofOralCommunicationC.Wethinkthisisanimportanto切ectiveofEnglish educationtoday.Tothisend,weneedtodiscoverwhatkindofactivitiesarethemoreeffectiveby tryingoutseveraldifferenttypesoflessonsinEnghshclasses.
一13一
2ASURVEYOFENGLISHCLASSES
』
2.1ENGLISHCLASSESQUESTIONNAIRE
DostudentswanttotalkwithanativespeakerinEnglish?Iftheydo,whattopicsdotheywant totalkabout?Oriftheydonot,whydon'ttheywanttotalk?Weconductedasurveyofstudents
inallyearstoexaminethesequestions・
Totalstudentssurveyed;666
A)DoyouwanttotalkwithanativeEnglishspeaker?
B)onlystudentswhoansweredYestoQuestionAanswered thefbllowingquestion:Whenyoutalkwithanative Englishspeaker,whattopicsdoyouwanttotalkabout?
a)Dailylife:schoollife,fhends,familiesetc.
b)Hobbies:sports,movles,muslcetc.
c)Humanrights:AIDS,racialdiscrimination.
d)EnvironmentalIssues:pollution,wastedisposal.
e)IntemationalIssues:PKO,ethnicdisputes.
f)AdditionalTopicsIncluded:history,geography,comic books.
C)OnlystudentswhoansweredNotoQuestionAansweredthe fbllowingquestion:Pleasetellmethereasonwhyyoudonlt wanttotalkwithanativespeakerinEnglish?
a)Idon'thavemuchconfidenceinmyabihtytocorrectlyuse English‑vocabulary,words,grammar,phonetics.
b)11mshyaboutspeakingmyownthoughtsandopinionsin frontofothers.
c)1,ifanything,don'tlikespeakinginfrontofothers.
d)Idon蜜tthinkIhavetospeakEnglish.Ihaveonlytoread bookswritteninEnglish.
e)AdditionalOpinionsIncluded:
IhatestudyingEnghsh.Idon'tneedtostudyEnglish.
Englishisdif巨culttoleam
D)WhatisthebestwaytofbsterEnghshabilitiessuchas speakingand/orexchangingopinionsinEnghsh?
a)IncreasethenumberofOralcommunicationclassesasstated aboveinA,B,C.
b)Reduceclass‑s重ze,
NO (41.8X)
回
YES (58.2X)
回
・)(, .,￡1・1X) d)(5.5x
c)(7.2瓢)
a) (38.6X)
回
(e)且4.8X) d)
(7.8覧) c) (11.8%)
b)
a) (50.IX)
d) (35.4%)
e) (10.IX)
回
b) (2且.IX)
c)JapaneseEnglishteachersshoulddevelopagreatercommandof conversationalEnglish.
d)TeachersshouldshowusEnglishnewsormoviesinEnglishclasses.
‑14一
e)Additionalopinionsincluded:
WeshouldtakelessonsataprivateEnglishschoo1.TeachersshoulduseonlyEnglishin classes.WeshouldgetaccustomedtospeakingEnglish.Seniorhighschoolsshouldhave obligeustogoabroadasexchangestudents.
2.2ANALYSISOFTHEQUESTIONNAIREONENGLISHCLASSES 1)Studentsdon'thavetheconfidencetouseEnglish.
1790fthe279studentswhodon'twanttospeakEnglishsaidtheydon'twanttospeak EnghshbecausetheysufferedfromalackofconfidenceintheirabilitytouseEnglish correctly.
2)Studentsareinterestedinfbreigncultures.
196studentswanttohavemoreEnglishclasseswiththeAET.Thatistosay,theywanttoget
toknowmoreaboutfbreignculturesthroughtheAET.Almost .halfofthe666students
surveyeddon'twanttospeakEnglish.Wewereastoundedattheresults.Howcanwefinda solutlontothisdilemma?Wthregardtothedilemm包inthequestion,ourexperimental lessonplanswi1且beshowninthenextsection.Wewilhryto負ndouthowstudentscanbe freefromworriesaboutmaklngmistakesandtoletstudentsknowthattheyareexpectedto expresswhattheythink.Materialshouldbechosenaccordingtothestudents'readingability.
Weneedtochoosetopicswhicharefamiliartothestudentsandletthemwritetheirideasin plainEnglish,befbretheyspeakout.Itisalsoimportantfbrustoencouragestudentsandto praisetheirperfbrmance,
3EXPERIMENTALLESSONPLANS
3.1SPEECH‑MAKINGACTIVITIES
(1)AimsofTheseActivities
1)TohavestudentsgetusedtolisteningtospokenEnglish.
2)Toencouragestudentstospeakoutinpubllc,especiaHytohaveagooddehverystyleand anaturalelnpathy.
3)ToencouragestudentstoexchangefreelytheirideasandhumanwarmthwiththeAET andtheirpeers,
(2)Procedure‑1(ayearlyprogram)(Figure1)
1)TohavestudentswatchandlistentotheAET'sspeechatthebeginningofeachlesson.
2)TohavestudentswatchandlistentotheskitsperfbrmedbytheAETandtheJTEand eachregularexaminationmakethemanswerquestionsonthetopics,therolesandthe situationsabouttheminordertoacquiretheconceptofinteractlon.(Figure2) 3)Tohavestudentswriteparagraphsintheirownwordsoneachregularexamination,which
introducethemselves,theirfamiliesandthethingstheyareinterestedin.
‑15一
4)Tohavestudentspracticerecitingsimplepoemsinpublic,whichrecallthejoysand sorrows,theangerandfears,thecuriositiesandsoonofIife,(Figure3) 5)TohavestudentsaswellastheAETevaluatetheirownandtheirpartnersラrecitations・
6)TheAETandtheJTEresponsetostudents'writings.(Figure4) 7)Tohavestudentsgivetheirspeechesjnclass.
8)TohavestudentsaswellastheAETevaluatetheirpartllers'speech.
FLO胃CHART:STUDI;HTS●ACTIVITY
: VERBALASPECTS。NON‑VERBALASPECTS
: [DECODINGPRACT置CI;〕 WatchandlistentoanAET'smodelspeeches
[ENCODINGPRACTICE]
[FEEDBACK]
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、'
:
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̀ .
ピ
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A冒ell,11eftmyroomkeyintheroom.
冒illyouopenthedoor?
Blsee.翼ayIhaveyourroomnumber?
A3486.
B3486,ma'am.
AThat'sright.
BIsee.冒ouldyou冊itforamoment?
ASure.
BHereyougo.
AThankyou.
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一16一
(3)Procedure‑2(ashort‑termprogram)
1)Tohavestudentspreparefbrtopicsbefbrehandwhichtheywanttotalkaboutinclasswith theAET.
2)TohavestudentswriteanEnglishcompositiononfreelychosentopics.Thisprocedure makesstudentsclearonwhattheywanttoexpress.Andtohavestudentstrytowritein simplerEnghsh.(Figure5)
3)Tohave3,4studentsgiveaspeechontheirthemeineachclass.Whentheyspeak,the AETandtheJTEshouldnotcorrectstudents'grammaticalerrorstooo負en,asthiscan discouragestudentsfromspeakinginEnglish.
4)Torepeatthisprocedureafewtimes.ItwillencouragepositiveEnglishspeakers.
5)TogivestudentsWORKSHEETsbasedonalessoninthetextbook.Thetitleofthe
lessonis ̀̀,9TheRoleofWomeninSociety
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(Figure6)
Tohavestudentscompletetheworksheetintwentyminutes.AfterthattheAETortheJTE asksthequestionsfromthesheettohavestudentsanswerinEnglishandexpresstheirideasabout thetheme.TheAETandtheJTEshouldalsoevaluatestudents'speeches.Thistimesomeof thestudentsshouldbeabletoexpresstheirideasmorefreely.Itisimportanttogivethesame themetoeverystudentandhavehim/hermakeaspeechonthetheme.
一17一
3・2ASTEPTOWARDHAVINGI)亘SCUSSIONS(ashort‑termprogram) (1)Ai茸nsofThisActivity
りToencouragestudents吐ospeakoutinpublicandtoexchangetheirideas.
2)Toencouragestudentstointeractwitheachother.
*Asthismodelwhichintroducestheessenceofspeechanddiscusslonrequireslesstime
f()rpreparation,teacherscanpracticewithouthesitation, (2)Procedure
1)Togivestudentscertal11topicssuchas̀'CigaretteadvertisingonTVisharmfU1∴and '●S
tudcntssllouldwearschoolunifbrms."Studentstakeeitherside;"Yes
ロロ ロロ
(affirmative)orNo(negative),andwritethereasonsoneachpaper(Japanese approved),
2)Tochoose2to4s吐udentswhohavegivenreasonssuitablefbrpresentation.
3)Togivestuden量smaterialssuchasarticlesanddata,wordsandtheirgrammaticalusage .
4)Tohavestudentswhomake1heirspeechwritenotes.(homework) 5)Activities
1.Affir1γ 畳atlveSpeech 2,NegativeSpeech
う﹂45
AmrmatlveCross‑Examination NegativeCross‑Examinatlon
QuestlonsandOpinionsbythestudents whohstenedto敷hespeech
1ES 溜0
sss4コ4コ4コ
口 口 口 口 口 口 口 口 口 口 口 口
●●・■ ●噛●● ●● ・●・● ・̀1・ ●●
(3)importantPoints
l)Studentsshouldmakeaspeechwithoutlookingatthenotestheyhavemadebefbrehand.
2)Studentsshouldattempttolnaketheirspeechpersuasive,
3)TheirspeechshouldbemadeinplainEnglish、ThismeansthateverystudentcanfUlly understandwhatisbeingsaid.
4)Spcechtechniquessuchasredundancy,repetition,breaksshouldbeen(}ouraged.
5)Nollverbalcommunicationisimportant.
6)Studentswholistentothespeechhavetomakenotes(fbrlisteningcomprehension)and preparefortheirquestionsandopinions.
7)Studentsspeakoveramicrophone.Everystudentneedstobeabletohearandunderstand whaUhespeakersays.Asourquestionnaireexplainstherearefセwstudentswhocan speakoutinclass.hismoreeffectivetouseaudioapParatussuchasmicrophonesoasto redし1ccthepressureonthem,whentlleyspeakoutinpublic.
8)Thescaclivitiesshouldbcexaggerated,becausestudentscanfeelconfidenteasilyindoing theirpcrfbrmanccs.
‑18一
3.3FROMREADINGLEV肌TOSPEAmNGLEV肌 (1)Aimsofthisactivity
1)Toencouragestudentstounderstandthereadingmaterialsquicklyandtoorganizetheir ownopinionsaboutthem.
2)Toencouragestudentstoexpressthemselvesandexchangetheirideas,whichwill improvetheoveralHeveleftheirEnglish.
(2)Procedure
Pre‑readin9
Questioning thetopic ofthepassag (seefigure7)
→
Reading
Paragraphreading
→
Post‑reading
Paragraphwriting
Summarywritlng
↓(seefigure8) Opinlonwriting
(seefigure9
The行rstimportantthingistousethemessageofthetextasastartingpointfbrdiscussion.
AndthesecondimportantthinglstosupPosethatyou,theteachersarethefacilitators藍nyour class.Thosetwobaslcideascreatedtheteachingprocedureabove.
Pre‑readingactivityintroducesstudentstosituationsthatgenerateexpectationsormotivesto learnthepassage,Questionsonthetopicaretobemadeorallyorinawrittenfbrmasan
assigmmentiftimeislimited.Whenstudentsanswertheminawrittenfbrm,thoseanswersareto begiventootherswithhandouts.
Inbothreadingandwritingstages,theconceptoftheparagraphisavitalhelpfbrthestudents.
●
Theycangraspthemainideaofthepassageimmediatelywiththahelpofparagfaphreading.It wiHmakeiteasierlbrthemtoorganizetheiropinionsaboutitaswel1.Writingisputtingone's ideasintosentencesandcombinjngthemintoparagraphs.
Youdon'thavetoo切ectifyourstudentscan'twritecorrectly.GrammarandvocabularywiH notbelearned,iftheycanltbeused.Toomuchemphasisongrammaticalcorrectnessinterferes withthedevelopmentofwritingsk川s,orexpressingtheirideas.SoitisefHcienttoglve studentsasmanyopportunitiestowriteaspossible.Youdon'thavetowoaythatwriting activitiespreventthemfromdevelopingspeakingskills.Theycanexpressthemselvesthrough writing,whichmeanstheyhavepositiveattitudes,notpassiveones.
Teachers'att油desinthelessonarenolesslmportantthanstudents'.Asismentionedabove,
一19一
you,theteachersarethefacilitatorsintheclass.Ateacherishkeaconductorofanorchestra.He can'tplayeveryinstnlment,butheknowswhatevelyinstmmentshouldsoundlike.The teacher'srolejsthesame,
Thefbllowingarethehandwritingsbystudents,Theytriedhardtosolvetheenergyproblems, inwhichtheyhadagreatdealofinterestThistopicprovidesthemwithvariousapproachesin whichtheycanconsiderenvironmentahssues,intemationahssuesorhumanrights.
Asurveyaboutthespeakingactivitiesshowsthat52.5percentofthestudentshavepositive commentssuchas,"Ileamedwhatothersthinkonthismatter,""Iwasabletohavemyown idea,""Iwasabletoleamaboutthisissue,"etc.And25.5percentofthemhavenegative commentssuchas,"IonlytalkedaboutmyideaandIdldnotlistentoothersノ'"Iwasnotableto
expressmyselfinEnglish,"Idon'tthinkIwascooperativeinmygroup."etc.And22.5
percentofthemhavenoanswer.
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・1t9⑳ 斡dc〜"『uα 雨r● ヂ 袖e hl̀・ ・d駁 、・1̀i・7.
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鱗雛灘撫欝 聡蜘耀
.、 噂ピ μ 乙 り 焔 ρ 理 ゑ 〃伽 あ!'〃̀ノ み 誕 ゑ 、翫!, (Figure9)
一20一
