Language Training for EFL Teaching at the University of Toronto : Approaches and Teacher Roles
スポンサーリンク
概要
- 論文の詳細を見る
Today, Japanese teachers of English as a foreign language (EFL) are involved in a large scale ofeducational reform. They are expected to develop their professional competence and autonomy by theJapan Ministry of Education, Culture, Science, and Technology (MEXT), which encourages them toimplement Communicative Language Teaching (CLT) in their classes. This paper focuses on languagetraining for EFL teaching at the University Toronto, and aims to examine how an instructor of thecourse (Instructor X) implemented CLT and what roles she played in the course. Sasaki, one of theauthors, participated in the course as a student. We analyzed a variety of data, such as Sasaki’s observations/reflections, learning/teaching materials, Instructor X’s teaching methods, the syllabus of the course, andthe results of the questionnaires administered to the students and Instructor X. We recognized InstructorX’s teaching principles and her effective approaches to the course, and considered some pedagogicalimplications for EFL teacher education in Japan. A teacher education course will be the product of thedesigners' and deliverers' educational philosophy.
- 弘前大学教育学部の論文
- 2008-10-06
著者
関連論文
- 英語教師教育のコース・デザイン
- Teacher Roles in Learner-Centered Communicative EFL Instruction
- 学習者中心のコミュニカティブな英語授業における指導者の役割
- Language Training for EFL Teaching at the University of Toronto : Approaches and Teacher Roles
- 日本人高校生による言語学習方略使用
- 附属中学校における英語の協同授業 : 協力的なグループ・ワークで育むコミュニケーション能力とラーナー・オートノミー
- 未知語の推測ストラテジー訓練が読解力に与える影響
- 言語教育におけるラーナー・オートノミー--異文化間の視点から
- 学習者中心で学ぶ英文法
- 大学英語教育への新しいアプローチ
- 英語教材再考
- 変わる日本の英語教育