異文化における適応としての語学教育 : 経験学習(Experimental Model)

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Since the concept of communicative competence was recognized in the begining of 1970's, facilitating communication abilities has been treated as the main activity in the second language learning classroom. The effect to help second language learners in a classroom has been changed from teaching the language code to coordinating communication opportunities. However, it is also true that the structural syllabus is still very popular. The reason for this is not simply that class management for grammar teaching is rather easier than communicative activities. Possitive effects of the grammar exercises are reported. Theortically grammar teacing has not denied either. Thus, there is a dilemma between code and communication teaching. While the qestion of code teaching is not aswered yet, methods for communication activities have been created in many ways. One of them is an experimental language learning based upon the theories of crosscultural adaptation. According to Yasuba, Ikegami, and Sato (1991), the principles of experimental learning in the view of cross cultural adaptation are foundid on the following four points. First, let students learn from their own experiences. Second, class activities themselves should be considerd as one of learners' experiences in their experiences of the day. Third, the planning and construction of the learning subjects are decided by learners. Fourth, the instructor tries to give the learners satisfaction in their own studies. Based upon the above principles, in this paper I would like to introduce and analyze experimental learning activity in a Japanese learning class.
盛岡大学の論文
1998-03-19

著者

照井悦幸
盛岡大学

異文化における適応としての語学教育 : 経験学習(Experimental Model)

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