LL学習の指導と効果(実践報告)
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概要
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1. The aim of teaching English in the language laboratory The aim of teaching English in the language laboratory in a junior high school may consist in: (1) improving the learners' English by providing them with good models of English spoken by well-qualified native English speakers, (2) raising the efficiency of aural-oral practice of English by using prerecorded tapes, (3) guaranteeing a listening equally and perfectly distinct for each learner by means of earphones and securing as a model for emulation the normal conversational style of speaking which is impossible in a class of 50 learners but comes naturally when pre-recording in a recording studio. 2. The language laboratory equipments used in our school (1) A set of audio-passive equipments installed in the Audio-Visual Room, providing for 54 learners, i.e. 3-channel 54 jack-boxes. (2) 5 sets of mobile audio-passive equipments. Of the 5 sets, 2 are 3channel, the rest i.e. the "Earphone Chains" being 2-channel, and each set consisting of 25 jack-boxes. 3. The role of the language laboratory in the curriculum of English Generally speaking, the lab work in the English session seems to fall into two types : (1) Of the 4 or 5 weekly English sessions, 1 or 2 sessions are entirely devoted to the lab work and often a limited number of the classes of the school has an access to the lab. (2) The lab work is such an integral part of the English lessons for all the classes of the school that it regularly comes in at certain stages of the instruction in all the weekly sessions. Considering the generally accepted principle that a lab work cannot hold the best part of young learners' attention for more than 20 minutes, the lab work of the first type cannot expect better results than that of the second type. Besides, the first type of work often obliges some classes of the same school to keep away from the lab and this is a very serious problem of educational importance. 4. The regular lab work done in every English session: (1) Reading aloud exercise, a review work (2) Pattern-practice, mostly of the "variation" type (3) Reading aloud exercise of the new material The total time spent in these three kinds of work occupies about 15 minutes of the whole 50-minutes' session. 5. The tapes used in our school (1) The tapes for the reading aloud exercise were recorded by native speakers and arranged in the following manner: a. Straight reading used for listening; the reading of the same passage is repeated twice, the second reading immediately following the first. b. Reading of the same passage with a pause after each sentence. This form of reading is repeated three times, the second reading immediately following the first and the third immediately the second. (2) The tapes for pattern-practice were spoken by Japanese teachers and the practice includes such types of exercise as "variation" (i.e. substitution, conversion, expansion), composition, and question-andanswer. All these exercises consist of a practice sentence arranged in the form of the four-phase drill. 6. The results (1) The learners have become markedly more sensitive to the sounds of English and much improvement has been achieved in their ability of sound recognition. (2) Marked progress has been made by the learners in understanding spoken English. (3) The learners' ears are now familiar with English carefully spoken at a normal rate and generally their enunciation closely follows the native pattern. (4) The progress made both in hearing and speaking English has brought about a favorable influence upon their ability of reading and writing English. (5) The pupils pay closer attention to the pronunciation of English i.e. the sounds, the stress, the rhythm and intonation.
- 外国語教育メディア学会の論文
- 1967-03-31