Getting Reticent Students Involved in Communicative English Classes
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概要
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Among serious problems that many ESL teachers face in ESL classrooms, getting relatively reticent students actively involved in lessons may be one of the most challenging tasks to deal with. Tsui (1996), after her research on Asian ESL students, insisted that the problem of getting students to respond is particularly acute with Asian students, who are generally considered to be more reserved and reticent than their western counterparts. Such a particular tendency of average Japanese students to be reticent and reserved may be particularly outstanding in ESL classrooms taught and managed by Japanese instructors because the students, while knowing the instructors speak and understand their own language, assume that their traditionally passive ways of learning are acceptable, where, Rohlen and Letendre (1998) insist, differentiation of ability is downplayed as it is divisive. Naturally, speaking or communicative practice is one important factor in foreign language learning as Palmer (1921) also points out that imitating (utterance) is a starting point in foreign language learning. It has, however, been traditionally insisted that Asian students, in general, have severe difficulties in participating orally and actively in communicative English lessons. For example, the Asian research data that Tsui (1996) has published includes an example of such lessons in Asia, which showed two examples of lessons consisting of teacher talk that amounted to more than eighty percent (with no instances in which students initiated a question). Considering the unchanging environment in Japan in which people have extremely limited opportunities to actually speak or practice English as a means of communication, these few class hours in school settings a week offered for oral communication may deserve a closer investigation so that we can observe actual lessons while, at the same time, attempting to create communicative and yet quite feasible lessons for Japanese young adult learners of English.
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