文学作品における教授法 (2)

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The first paper (Norris, 1994) of this two-part series examined the deficiencies of word-by-word translation and lecture-dominated teaching methods, summarized current research on ESL/EFL (English as a second/foreign language) reading and how it applies to Japanese students of English, and gave suggestions on how to improve the teaching of English reading and literature at Japanese colleges and universities. These suggestions were based on three main tenets : (1) getting away from translation exercises and a teacher-centered format, (2) using texts that are related to students' own lives and concerns and can be completed within a particular time frame, and (3) using group activities that involve the students personally and are aimed at improving bottom-up skills as well as introducing top-down skills.^1 This second paper takes a detailed look at the planning rationale, the actual teaching, and the results obtained in a one-semester literature class (comprised of 54 second-year English majors at Fukuoka Women's Junior College) taught in the manner prescribed in the first paper (Norris, 1994). First, the rationale behind the planning of the class is divided into three parts : (1) the selection of the text, (2) the aims of the class and the types of activities to be used, and (3) the approach to be taken in implementing the activities and in grading the students. Next, the weekly performance of the class is described, followed by an evaluation of the successes and failures of the class. The paper concludes by restating the importance of sharpening students' own responses to and involvement with the books they read.
福岡国際大学・福岡女子短期大学の論文
1995-06-23

文学作品における教授法 (2)

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