29.日本人の平均寿命はまだ伸び続けるものとみられる。
In, Japan, the average life expectancy ( 29 ) be further extended. 30.新会社の発足の祝賀行事が行われている。
Festivities ( 30 ), celebrating the inauguration of the new company. avoid,atleast,agree,admit,accept,adopt,appoint,appreciate,atleast,bebanned, belikelyto,beanxiousabout,beavailable,bringabout,beconcernedover, besatisfiedwith,beunderway,bereadyto,beinfullswing,becommittedto, beafraidof,beataloss,callon~to,conclude,copewith,confer,dowithout, estimateat,facewith,facilitate,getridof,giveriseto,headfor,inlinewith, inaccordancewith,insteadof,leadto,lagbehind,mainly,manageto,onchargesof, playanimportantrole,persuade,pay,predict,provide,resultin,remindof,reduce, stress,stemfrom,stickto,submit,sharewith,urgeto,warn,
A particular study shows that students who rely more on formal instruction tend to take less initiative in the language classroom. Those students who feel the teacher should take charge of the class are less likely to search out speaking partners, and will generate less input in classroom interactions. Those students who more actively seek interactions with the target language will clearly increase their input and be able to “test more hypotheses about the shape and use of the L2 thus accounting for increased success” (Richard-Amato, 1988, p.35). From these findings, we can see how important it is for students to understand the significance of accepting greater responsibility for their own learning. For those students who feel they are an empty vessel waiting for the teacher to pour some knowledge directly into the brain, it may be time to start a new cycle. How can we attempt to change some old habits?
The distinguishing feature of our test is that it is not an interview. Students are examined in pairs or small groups, so that each student has another student for a partner during the test; the teacher is only an assessor. There are many advantages to using this arrangement. First, the test takers are socially equal, which not only ensures a degree of comfort, but allows them to express themselves more freely. This is especially relevant for Japanese students, as conversational style varies greatly depending upon the relative social status of the speakers. If a student speaks with someone older, for example, the student will not participate equally in the exchange but will instead assume a lesser role, allowing the elder to lead and dominate the interaction. Furthermore, a student-student interaction is much closer to a real-life conversation than an interview in that: 1) they typically converse with other students every day and, 2) when they will have a real life conversation in English, it will most likely be with someone who they must speak to as a social equal. A further advantage to student pairs is that it is easy for them to find common topics to talk about. For these reasons, we believe our oral test to have a high degree of authenticity, in that it closely resembles a real-life conversation.
力が定着していなければならない。
「話す」行為について、B 1 になって新しく求められていることは、思いつくままに話すの ではなく、物事を相互に関連付け、全体として脈絡の通った話をすることができる能力であ る。自分の体験や夢や希望を語ることができ、その理由を説明でき、現実に起こった出来事や 想像上の出来事を語り、自分の読んだ本や見た映画のあら筋を順序だてて述べることができ、 物語を語ることもできる。特に、A段階では求められなかった、相手と議論する能力も身につ けている。「書く」行為については、筋の通ったテクストを書くことができるようになってお り、A段階ではできなかった短いエッセーや報告書を書くこともできるようになっている。 そのための方略として、正確な語が出てこなくても他の言葉で言い換えたり、「母国語の単 語をフランス語風に発音したり綴ってみたり」franciser un mot de sa langue maternelle (p.54)、 会話が途切れても自分のほうから話を再開することができる。また、相手に自分のフランス語 を直してもらうことができ、場合に応じてはこちらが会話の主導権を握ることもできるように なっている。