<原著論文>教科横断的授業における付随的語彙学習の分析

概要

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The purpose of this paper is to investigate the effectiveness of an English reading lesson based on a cross-content syllabus, and to consider the possibility of collaborative teaching through an experimental lesson. It is true that many English teachers in Japan are still using a traditional grammar-translation method to teach English reading. One of the main reasons for this might be that topics are too difficult or unfamiliar to students. But in terms of understanding contents, this way of teaching has completely the same process as other subjects conducted in Japanese. Students understand the contents through the Japanese language, not English. In order to promote communicative language learning, we must change the way of teaching. If we can combine English Reading with other subjects, the knowledge which students obtained in the other subject can be transferred to English Reading as background knowledge. In addition, it will become possible for students to understand English contents without Japanese translation. The results suggest that an English reading lesson based on a cross-content syllabus is effective providing students with background knowledge and arousing their interest. Furthermore, collaborative teaching might be a possible way to realize the aims of the 2003 Course of Study published by the Ministry of Education, Culture, Sports, Science and Technology.
東海大学の論文
2003-03-31