日本の中高英語クラスにおけるStudent-Initiated TurnsとTeacher-Solicited Questionsの頻度調査
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概要
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This study investigates the level of classroom participation by Japanese students engaged in the study of English and the interaction between both instructor and students within the structured environment of the classroom. The subjects of the study included two separate age groups, one a first year junior high school class and the other a third year senior high school class. For the purpose of the study classroom participation was defined as responses to general and personal solicits by the teacher and students' self-initiated turns, both in front of the other students and in close proximity to the teacher. Classroom observation was conducted over a period of 5 weeks, with four of the 50- minute classes being included in the results. Student interviews were conducted at the end of the observation period to determine student attitudes toward participation. Both classroom teachers were interviewed to establish their views regarding classroom questioning techniques and their feelings concerning student participation levels in their respective classes. The results of the study found significant differences in the participation level of students in the first year junior high school class compared with that of the senior class. The junior students exhibited a greater willingness to be active participants in the classroom, providing responses to the teachers' general and personal solicits. This was perhaps due to the fact that they were fresh out of elementary school, where greater emphasis is placed on the promotion of self-expression and original thinking. The senior students, however, displayed a general unwillingness to participate, with the focus of their study, the upcoming university entrance exams.
- 名古屋市立大学の論文
- 2005-03-30