Pattern Practiceの類型化研究
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概要
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Object of this study: During the last decade in Japan increasing numbers of teachers of foreign languages have been interested in tape materials to teach living languages. It seems, however, to be a pity that there are only a few materials sold that are carefully compiled according to the ability of each grade. Under such circumstances, there is only one way to tide over the crisis, that is, to make one's own tape materials. The purpose of this study is to help compile tape materials, especially for pattern practice, which is believed to be most effective and popular among the teachers of English who are concerned about modern teaching of English. Pattern practice seems to be very simple, but as a matter of fact, there are more than one hundred kinds of types used at present, some of which are so complicated and impractical. More and more effective types of pattern practices are, nevertheless, being invented now. Such being the case, some effective materials for pattern practice have been collected here from various sources. Method: About ninety examples of different types of pattern practice have been selected from the following books: Language Teaching by Robert Lado, Language and Language Learning by Nelson Brooks, Pattern Drills in Language Teaching by James Etmekjian, The Language Laboratory and Modern Language Teaching by Edward M. Stack, Language Laboratory Learning by Grant Taylor, Language Teaching Analysis by W. F. Mackey, and a few others. These examples are classified into nine groups according to these authors. The first four drills are recognized as pattern practice by Lado, but those of numbers 5-7 are classified into a subbranch-the last two of which, that is, numbers 8 and 9, are excluded from classification by Lado. All of the selected examples have been changed into the form of four-phase drill, and picture cues are in every case excluded here for the purpose of simplification. Main outline: Each classified drill has its own specific character and each author has his own interpretation about each drill as follows: 1. Substitution Difference of opinion between Lado and other authors is given in the type of "B" which is called "Substitution in variable slot" by Lado. Lado considers that this kind of drill draws the attention of the learner away from the problem, but Stack and Etmekjian regard it as a testing or a game, rather than a teaching drill, because of its complexity. 2. Transformation Lado considers that this type of drill could be effective only when a cue word or words are given lest it should become conscious-choice drill. 3. Conversation Lado and Etmekjian use pictures for matching with situations, that is, for associating directly between the visual and verbal image. 4. Addition This type of drill is regarded by Lado and Etmekjian as eliciting audio memory from the learner and draws the attention away from the problem by increasing the length of the sentence. The drills, numbers 5-7, are considered as "other drills", and numbers 8 and 9 are excluded from classification by Lado. In conclusion, it is not too much to say that Lado has kept concious-choice drill out of his pattern practice since he believe it disturbs the formation of habit in learning languages.
- 外国語教育メディア学会の論文