初級者に対する英語指導の一考察 (2)

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In the first paper (Norris, 1996) of this two-part series, the premise was made that English discussion skills can be taught to lower-level students at Japanese colleges and universities. This premise was based on an understanding of Japanese communicative style, an awareness of current Communicative Language Teaching (CLT) research, and a systematic approach to planning and carrying out lessons that introduce discussion skills to students. The approach itself is based in part on Littlewood's (1981,1992) methodological framework for teaching oral communication, and incorporates the direct approach to CLT, which is seen as well suited to the type of learning background most Japanese students bring to college and university conversation classes. The approach involves four stages : (1) introduction and practice of useful English expressions that signal turn-taking, encouraging, clarification requests, confirmation, and other functions relevant to discussion; (2) brainstorming of vocabulary and practice of grammatical patterns commonly found in the exchange of opinions, agreement, and disagreement; (3) short, cued dialogues that involve students in exchanges of opinion, agreement, and disagreement; and (4) longer, cued dialogues that lead students toward weighing both sides of a topic and learning simple ways of compromising. This paper presents some detailed lesson plans and classroom procedures for each of the four stages. In some cases, it may take several weeks to move from Stage 1 to Stage 4. In other cases, the four stages can occur from beginning to end in a single lesson. The important thing is for the teacher to show a lot of patience in guiding the students toward becoming accustomed to the rhythm and flow of English discussion and gaining confidence in expressing themselves.
福岡国際大学・福岡女子短期大学の論文
1997-01-11

初級者に対する英語指導の一考察 (2)

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