LL授業一年の反省(実践報告)

概要

論文の詳細を見る
A Class Procedure : There are two rooms used for our L.L. program: that is, LI (Full Lab.) and L2 (Hearing Room). As there are only 42 booths in LI, we must divide one class into two groups, and these two groups exchange the rooms after 45 minutes. The teaching material is the USIS film (16mm), "Adventures in English", and the lesson plan is to master each lesson of this series in two weeks. Table 1. A Schedule for Each Lesson[table] L1 : In the first week students are to watch the first half of the movie, and at the same time they record its sound. After recording, they are to fill in the blanks in the script. These blanks are picked out so that they must listen to them carefully in order to give right answers, and students are given the rest of the hour doing this drill. In the second week the main achievement is placed in the Oral Drill that is required in the latter half of the movie. After recording this drill, students are to study by themselves, contrasting their own with the model, and also self-examining their skill. In addition to this drill we adopted a question-answer drill with the help of an American native speaker, Mr. Samuel Grolmes. As the Response Analyzer was added to our equipments, we made a quiz consisting of ten questions on the content of the lessons. Right answers must be chosen among three, and as soon as students make their choices pushing the buttons, Computer, Pen Oscillograph, and Individual Response Recorder tell us the result on the students' reponses. L2 : No matter how well teaching machines will be improved, it is quite impossible for machines to take the place of human instructors in language learning. Therefore the main purpose of L2 lessons are not only to give introductions and suggestions for the Ll lessons but also to fulfil the human element that often lacks in L.L. learning. The final stage of a language mastery is usually a "Teacher-to-pupil" Drill: that is, when asked by a teacher, a student answers using the given patterns smoothly. However, students should be able to produce question after mastering answers. They must learn to make questions and answers. This shall be called a "Pupil-to-pupil" Drill, and this is the final stage in L2. There are four types of lessons in two weeks. (See Table 1, (A) , (B) , (C) , and (D) .) The first half of the class is given (A) some introduction and suggestions on the content beforehand. The other half sees the movie without any instructions, but afterwards they are given (B) confirmation of the movie. In the second week, the first half is (C) prepared for the oral drill before recording in L1, but the other half is given (D) "Polish-up" drills in L2 after recording in L1. Pronounciation drills are given when necessary introducing suspicious pairs of phonemes. To acquire English intonation, rhythm, stress and natural speed, the simultaneous reading is effective. As L2 has Audio-passive equipment, students can listen and at the same time imitate the model. When the instructor tries to give some comments on their performance, others proceed on their reading wearing headphones. Evaluation : In order to have some data on students improvement on hearing and speaking ability, we used the following test. We gave Hearing Test I and II and Speaking Test I before L.L. learning and also after it. The Pretest was given on April 24, 1968, and the Post-test was given on February 5, 1969. According to the test scores (Table 2) , we can conclude that though the hearing ability can be defined as "improved", the speaking ability can give us no significant figures. Table 2 Summery Data for Hearing and Speaking Tests(Before and After)[table] A Response Analyzer : The following paragraphs are devoted to some consideration of the techniques to evaluate performance of students by using a response analyzer. A response analyzer has meters which shows percentage of the student responses, so that a teacher can see immediately how they understand their lessons. R.A. (a response analyzer) also has two kinds of recorders : one of them is a pen oscillograph recorder which makes the curve about cumulative frequency versus time Fig. 2A). The other recorder draws a straight line individually when a student responds correctly (Fig. 2B). After seeing the movie, the students are required to answer the questions (see the examples) with 2 or 3 alternatives by pushing answer buttons. We analyzed them as follows to evaluate their performance. (1) the evaluation by curve : (i) In the case of simplified responses, we expected to see the curve like Fig. 8, but the recorder alw ays drew the curve like Fig. 4 in this case. Therefore if the recorder draws the curve like Fig. 6, we can say that the students emit simplified responses. (ii) The curve of compound responses is like Fig. 4, and it is plotted as a straight line on the normal-probability paper (Fig. 5) . Therefore if the recorder draws the normal distribution curve, that means the students emit compound responses. (iii) There are two kinds of student groups at the 8th question. As each group consists of students who have different thinking process, the curve (Fig. 3) shows two steps. (2) the evaluation by the rate of correct answers : Although the rate of correct answers on the meter of R.A. is not precise by several factors, a teacher who uses R.A. in class can get immediately available evaluation of students' performance. (3) the evaluation by lateness : In the case of easy questions like the example, students are required to answer as soon as questions are presented. If there is some lateness in responding them, we can use as a kind of index to evaluate their performance. The lateness of group is measured as distance on the curve from t_s (the moment when a question is presented) to the moment attained at cumulative frequency of 63%. And individual lateness is available from the individual response recorder. We found the lateness was independent of the rate of correct answer as Fig. 10. Conclusion : One of the problems we are now facing is the lack of time for students to practise their drills. Most of the students complained that they did not have enough time, and this fact is also seen in the test fig-res : speaking ability shows no significant improvement. In the present stage when it is quite impossible to increase the periods of L.L. program, home study must be strongly required, and other effective possibility to solve this problem is to use Audio-active or Audio-passive equipments as much as possible. As for the Response-Analyzer, we must use the immediate analysis to improve our teaching material, our method of teaching and also our tests. As for L2, the pre-instruction is quite effective when the students are unfamiliar with the natural English : to help them understand the content and to help them hearing speedy English. However, after they learn to study by themselves, the post-instruction including free discussions among pupils is more effective. In such respects L2 has its own important mission to fulfil, and also a "Pupil-to-pupil" drill can be used significantly.
外国語教育メディア学会の論文
1969-07-05

LL授業一年の反省(実践報告)

スポンサーリンク

概要

著者

関連論文

スポンサーリンク