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Concrete Proposals on the Development of Communicative Competence in "Communication English" Classes
https://doi.org/10.15083/00039305
43b0b433-0d63-4d0a-badb-9f951ab7220e
| 名前 / ファイル | ライセンス | アクション | |
|---|---|---|---|
KLA_03_05.pdf (251.2 kB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-11-01 | |||||
| タイトル | ||||||
| タイトル | Concrete Proposals on the Development of Communicative Competence in "Communication English" Classes | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.15083/00039305 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Sugawara, Kiichi
× Sugawara, Kiichi |
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| 著者所属 | ||||||
| Kanagawa Prefectural Kanagawa Sohgoh Senior High School | ||||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Two years have passed since the new Course of Study was introduced to schools in Japan. This new Course of Study brought us the new English language goal of “Communication English” and “English Expression” for the purpose of developing students’ communication abilities. This drastic change was caused by inevitable pressure from both domestic and international sources. External pressure in the past forced these internal educational reforms to finally take place. The final decision, however, has caused a storm in the tranquil climate of English education in Japan. The conventional grammar-translation method has been criticized due to the claim that the teaching style has not contributed to the development of students’ communicative skills. This paper’s focus will be directed to 1) how Communication English I or II has contributed to the enhancement of students’ communicative competence, 2) how this subject has affected the learning environment, teaching styles and student accomplishments, and 3) what kinds of problems the introduction of this new subject has triggered in English education at Japanese high schools. | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 新学習指導要領が導入されてから二年の月日が経った。この新学習指導要領によって、“コミュニケーション英語”および“英語表現”という科目が新たに導入されることになった。その目的は、生徒一人ひとりの英語による運用能力を身に付けさせることにある。この劇的ともいえる変化は国内外の様々な圧力によって引き起こされたものであり、待ったなしの状態である。外的な圧力によって日本国内の教育改革が強いられることは過去を振り返れば容易にわかることだが、この決断は言ってみれば日本の英語教育の静けさの中に嵐を起こしたとも言える。伝統的ないわゆる“訳読方式”は、今までさんざん批判されてきており、その理由は従来の教授法では生徒が英語によるコミュニケーション能力を身に付けることができなかったことにある。この報告書では、1）コミュニケーション英語ＩおよびⅡ という科目のなかで、生徒がいかにコミュニケーション能力を向上させてきたか、2）この科目がいかに学習環境や教授法そしてまた生徒の学習達成度に影響を与えてきたか、3）この新たな科目が導入されてから日本の高等学校における英語教育にどのような問題を引き起こしてきたか、について触れていく。 | |||||
| 書誌情報 |
KLA Journal 巻 3, p. 53-67, 発行日 2016-05-05 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 2188-5877 | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | 駒場言葉研究会 | |||||
| 出版者別名 | ||||||
| Komaba Language Association | ||||||
