司会者挨拶 : これからの英語教育の方向について(これからの英語教育の方向とLLの役割-シンポジアム-)
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概要
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What is the present state of English education in Japan? How does it look to foreign eyes ? Is it producing satisfactory results ? If not, what are the causes, and what should we do to get better teaching ? Above all, what roles should language laboratories play at each level of English instruction-in junior high schools, senior high schools and in universities? To answer these questions was the main purpose of this symposium. Mr. Shoichi Ando of Kyoto University cited the report of Prof. McCarus of the University of Michigan written after his two months' inspection tour of Japanese schools in 1964. The report says that while there are some bright spots at all levels in the teaching of English in Japan, to over-all picture is quite disappointing. In order to improve this situation, Mr. Ando felt the urgent need for a great deal of cooperation between junior high school teachers, senior high school teachers and university teachers. And he expressed the hope that LLA should be the center for such cooperation, since it is the only professional organization in Japan whose members include both secondary school teachers and university teachers. Mr. Ando proposed that a cumulative and sequential program be set up in terms of specifically stated aims for each educational level. For example, one of the aims in his own suggested program was that the speaking ability expected at the end of junior high school should be such that students are able to converse on such topics as themselves, their family, friends and school, using a vocabulary of 1000 words. Mr. Yoshitaka Kodera of Matsubara Junior High School agreed to Mr. Ando's proposal, and emphasized that in order to attain these aims students should be provided with an environment where they can activate their English and form a language habit. He considered a language laboratory could provide an ideal environment of that kind since it gave students a chance to hear a native speaker's voice and to have intensive oral practice. As for the type of lab he gave a strong preference for the audio-active type, and as for the materials to be used he was critical of relying on commercially available tapes. Instead he showed one which he had prepared himself with the intention of coordinating lab and classroom work. Mr. Keisuke Shima of Tonan Senior High School thought that senior high schools were far behind junior high schools and universities in establishing language labs. In his opinion, this was because of the mistaken notion on the side of senior high school teachers that they do not have enough time for LL because of the entrance examination requirements. He conducted an experiment which showed that the teaching based on aural-oral practice produced better results than that based on the traditional translation method. His conclusion was that if English is taught in the right way -with the use of LL and with due emphasis laid on listening and speaking, there will be life and love in it all, and when the examination comes students will be even better prepared than under the usual method troubled by examination requirements. Mr. Manji Kobayashi of Doshisha University said that by the time students arrive in college, the gap between their reading ability and their listening-speaking ability has become very great. He also said that even in reading their ability is limited because they are unable to grasp the nuances or shades of meaning expressed in the "covering patterns" of pronunciation. Therefore Mr. Kobayashi insisted on the active use of LL in order to overcome these weak points of Japanese college students. He explained the various requirements for good lab materials and emphasized the importance of close cooperation among universities to produce ideal tapes.
- 外国語教育メディア学会の論文
著者
関連論文
- English as a Foreign Language or as an International Language?
- 大学英語教育における速読指導 : その意義・目標・効果・原理・教材・方法について
- 司会者挨拶 : これからの英語教育の方向について(これからの英語教育の方向とLLの役割-シンポジアム-)