放送による一般向けテレビ英語会話番組とカリキュラムの開発

概要

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Teaching English conversation via open circuit television contains somewhat different problems compared with teaching via the language laboratory. The audience is not captive; most of the viewers have had more than three years experience studying English through the "grammar-translation" method. Under these circumstances, the opportunity to use English is rare. One cannot expect to create a "total submergence" Englishspeaking situation only through television when the television program last only 30 minutes in a 24-hour day. A new method of teaching English conversation to Japanese adults via TV was proposed by NHK producers in 1967. This method is called the "Psycho-motivational method" or "Hassobetsu" in Japanese. One of the greatest differences between Japanese and English is word order. An important idea marker, such as a judgement, or desire, or a request, occurs at the end of the expression in Japanese-whereas, it comes first in English. (e.g. I think... to omoimasu; I want... ga hoshii.) This word order makes word by word translation almost impossible. The mis-coding of one's intention is a very common error by Japanese using English or vice-versa. This mis-coding is often, unfortunately, interpreted as an indication of rudeness or timidness in the user. In order to shorten the process of translation, teaching several sentence openers, each corresponding to the essential moods in communication (psycho-motivation), seems effective. This also helps by limiting the number of expressions to be memorized by the learner. Most conventional English conversation textbooks teach, English expressions of a similar group such as, "Please..." "Will you...", "Could you..." in various situations such as at a railroad station, in a bank, at a restaurant, etc. The student's job is to memorize as many situations (or rather, I would say places) and the typical dialogs used there. If the place differs, the expression differs. This is uneconomical. (If the conversation always goes exactly as in the textbook, it will be OK. But as any tourist well knows, this is not always so.) Teaching one sentence opener in each category should suffice for beginners of English conversation. Although there are limitless psycho-motivations in man's thoughts, the following items should be almost sufficient for beginners whose native language is Japanese. A-1 Perception, Sense I feel... A-2 Judgement I think... A-3 Desire I'd like to... A-4 Plan, Volition I plan to... A-5 Proposition Let's... A-6 Polite Request Please... A-7 Advice, Suggestion You might... The above-mentioned seven items constitute the largest category "Indication of one's intention" (subjective A). In contrast to this is "Inquiring of the listener's intention" (subjective B). Aside from the subjective categories A and B, there are also objective categories "C, Communicating objective information and situation", and "D, Inquiring of Information and Situation". Additional categories are "E, Set expressions", and "F, Simple responses", all the sub-items for which are listed below.[table]A new curriculum is developed using the frequency of the occurrence of sentence openers as a guiding principal. This approach can be supported by ideas from four areas of educational theory: 1) Ideas in "the movement for a modern curriculum" support the plan of arranging teaching materials according to practical requirements rather than for reasons of academism. 2) Ideas in the school of neo-behavorism hypothecate the theory that the more frequent the sentence openers, the easier the sentence pattern will be for learners to grasp. 3) Techniques of descriptive grammar can be used in correcting statistical data in the frequency of recurrent sentence openers in natural conversation situations. 4) The cognitive theory of educational psychology supports of the idea of arranging teaching materials starting from concepts. As a representative corpus of a natural English conversational situation as indicated above in item 3) , the scenario of Alfred Hitchcock's well known film "Rear Window" was selected for analysis. Also selected were TV English Conversation Programs' intermediate level short skirts authored by four different writers. The table of the frequency of the sentence openers appeared in the corpus classified by "psycho-motivational sub-items" are shown on page 102 in Japanese monograph. The suggested curricum is also shown on page 103. In conclusion, a more systematic approach toward curricum development of English conversation program is urged. Various new ideas need to be experimented with. By combining psycho-motivation practice with sentence patterns drills (as frequently used in the language laboratory), students may be helped in their ability to learn to think in the language they are studying.
外国語教育メディア学会の論文
1973-03-31

放送による一般向けテレビ英語会話番組とカリキュラムの開発

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