授業形態, ALTの協力,教材の種類がLL教育に及ぼす効果 : 1993年度LL設置高校への全国調査に基づく分析

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This paper attemps to investigate the effects of three factors on LL (Language laboratory) education in Japanese high schools : classroom interaction, ALTs (assistant language teachers) and types of materials. The following three hypotheses were examined: (1) The percentage of the responses asserting the positive effect of LL education is higher in schools where console switches promoting teacher-student and student-student interaction are frequently utilized than in those where they are not. (2) The proportion of the respondents who believe in the efficacy of LL instruction is higher in schools with an ALT than in those without. (3) The ratio of responses which regard lack of materials as the greatest obstacle in LL education is lower compared with the data collected ten years ago. The three hypotheses were tested by analyzing the data obtained from a questionnaire sent to 838 high schools equipped with LLs all over Japan; 201 responded. It was administered by the Investigation Section of the LLA (Language Laboratory Association) Kanto Chapter in 1993, and is the fourth nation-wide survey, following Ouchi (1968), LLA Kanto Chapter (1976), and Arai, Sato and Usami (1985). The results supported the first two hypotheses, but not the third. The first consequence is in accordance with claims about the effctiveness of comprehensible output (Swain, 1985) and negotiated interaction (Long, 1983 ; Pica and Doughty, 1985) on second/foreign language acquisition. Other substantive findings are : (1) Approximately seventy-five percent of the responding subjects were positive to the effectiveness of LL education. (2) More high schools have ALTs to assist in teaching English nowadays (81.6 %) compared with ten years ago (39.0 %). What ALTs do for the LL is to record teaching materials, conduct LL classes, edit transcription of recorded materials, correct and evaluate tapes recorded by learners and so forth. (3) Theatrical movies were most frequently utilized as visual materials for LL classes, the main purpose of which was to get learners to understand cultural phenomena (similarities and differences). (4) Audio tape materials attached to the Monbusho (Ministry of Education) textbooks were used with the highest frequency as audio materials in LLs. (5) TV and radio news were the most effective materials in improving learners' listening comprehension skills and fostering motivation toward learning in LLs. However, the number of teachers who satisfactorily utilize English news in LLs was limited (16.9% in TV; 10.0% in radio news). 73.6 % Most of them had two to ten years of LL instructional experience.
外国語教育メディア学会の論文

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山内豊
関東支部特別部門(調査)

授業形態, ALTの協力,教材の種類がLL教育に及ぼす効果 : 1993年度LL設置高校への全国調査に基づく分析

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