討論中心の授業における英文法の習得 : 2種類の教授法の比較
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概要
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In this paper we report a study which compares the effectiveness of two teaching methods in an EFL writing class: a traditional grammar-translation method with the emphasis on accuracy and a discussion-based approach to writing with a focus on creative production and oral communication in class. The results of the experiment reveal that despite fluency-centered instruction the discussion-based class, as a group, outperformed the 'traditional' class on a grammar-translation test administered at the end of the school year. At present, many EFL instructors in Japanese high schools find themselves in a delicate situation. On one hand, the implementation of a New Course of Study in 1994 puts increased emphasis on the development of oral communicative skills. At the same time, however, teachers feel obliged to prepare their students for university entrance examinations in which L1-L2 translation and grammar tasks still feature prominently. In the words of Onoda (1994) "...to do both is to work at cross purposes... Hence the conflict." Writing has traditionally not occupied an important place in the English curricula of Japanese high schools. In their desire to synchronize the content of the writing classes with the demands of entrance examinations, teachers became overly concerned with skill-based instruction stressing grammatical accuracy, translation and sentence combining while neglecting the strategies for developing higher cognitive skills.
- 全国英語教育学会の論文