<論文>英語科の授業内容に関する調査(II) : 専門教育・教職関連科目について
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概要
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This survey was conducted to investigate students' opinion about special subjects and subjects related to the teaching profession in the English department. The questionnaire, which consisted of 40 items, was completed by 291 (83.4%) of 349 students in 1993. The results were as follows : 1) Special subjects showed a higher ratio of attendance and were judged more interesting, useful, and necessary compared with general subjects. The reasons for choosing subjects were not only "compulsory subjects", but "necessary/'useful subjects" or "interesting subjects". 2) There were wide differences among subjects concerning the degree of interest, usefulness and necessity. Students, however, rated most special subjects as useful and necessary compared with general subjects; especially. English communication subjects were consistently rated as most interesting, useful and necessary. 3) Only a few students took subjects related to the teaching profession, but those who did showed a higher ratio of attendance, and more interest, usefulness and necessity compared with general and special subjects. The reasons for choosing subjects were not only "compulsory subjects", but "necessary/useful subjects" or "subjects which they can t learn except in college". Students consistently rated almost all subjects as interesting, useful and necessary. 4) Students rated their own level of understanding and acquisition of, and satisfaction with, most special subjects as "moderate". The level of dissatisfaction, however, was higher than the degree of understanding and acquisition; especially, they were dissatisfied with teaching content and methods. Students gave subjects related to the teaching profession, especially methodology, the highest ratings for degree of understanding, acquisition and satisfaction. These results suggest that the most important key for good teaching consists in the teaching methods. The results also suggest that students wish the faculty to make teaching more interesting and understandable, and that the Communicative approach is more effective than Japanese traditional approach (the Grammatical approach) for our students.
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