英語科教育法 Ｉ． ＩＩ 教職科目

1. 英語科教育法　Ｉ．　ＩＩ　教職科目 学習者中心・コミュニカテイブな外国語の授業 A Learner-centered Communicative Language Teaching

2. 学習者中心のコミュニカテイブな授業の意義外国語・言語文化教育＝人間教育＝国際理解＝平和教育学習者中心のコミュニカテイブな授業の意義外国語・言語文化教育＝人間教育＝国際理解＝平和教育

3. 学習者中心の授業の基本哲学

4. A learner-centered Communicative and Interactive Language Class実現の方略

5. 学習者中心のコミュニカティブな外国語の授業A Learner-centered Communicative Language Class • 自らの考えや意見を目標言語で発信し、世界の人々との議論に参加できる外国語運用能力を育成する方略： • １　言語学習から言語習得への発想転換 • ２　教師中心から学習中心の授業への転換 • ３　教師側の意識改革 (Language Home) • ４　その結果として具体的に教室内の教師と　 • 　　学習者双方の態度変容が必要

6. 世界や社会の問題に対して自分の意見を目標言語で発表することの意義　（中級・上級英語スピーチ・コ　ミュニケーションクラス２００名対象）1997-2000世界や社会の問題に対して自分の意見を目標言語で発表することの意義　（中級・上級英語スピーチ・コ　ミュニケーションクラス２００名対象）1997-2000

7. 外国語の授業における４ＥＮの力励まし、知識、技能、感動を共有外国語の授業における４ＥＮの力励まし、知識、技能、感動を共有

8. 外国語教育における　4 EN学習者中心のLanguageHome • ４ＥＮの必要性 • Encourage（常に励まし、自信を持たせる） • Enjoy （学習者が共に参加する喜び・楽しさ) • Enrich（内容・活動→豊かさ・新鮮さ・感動） • Enlighten（啓蒙・触発→意識革命→行動）

9. Real World Context現実世界に近い言語環境 • Classroom activities should parallel the ‘real world’ as closely as possible (Widdowson 1987) .授業での活動が現実世界に近いこと • Situationaly Realistic現実的・臨場感 • Contextually Rich　　　文脈が豊か • Meaningful Content意味のある内容 　　　　　　　　　　　　　　　　 • Classroom activities should parallel the ‘real world’ as closely as possible (Widdowson 1987)

10. Reading授業の発想転換 訳読法からReading Skill養成への転換 • Reading in English • 1 Paragraph Reading から paragraph Writing • Topic Sentence (main idea) • Supporting Details • Concluding Sentence • Vocabularies and Structures • 2.Intensive Reading and Extensive Reading • * Top-down Process for Reading • * Bottom-up Process for Reading • * Interactive Process for Reading • 4 Schema Theory (background knowledge) • (Formal Schemata/Content Schemata) • 5 Reading Assignment for Pleasure Reading

11. Communicative Task学習者が達成感を共有できるコミュニカテイブな課題　 • GoalsTeacher role • （授業目的）　　　　　　　　　　　　　　　　　　　　（教師の役割） • Input TASKSLearner role • （入力）　　　　　　　　　（課題）　　　　　　　　　（学習者の役割） • Activities Settings • （言語活動）　　　　　　　　　　　　　　　　　　　　　（授業環境） • A framework for analyzing communicative tasks • (Nunan: 1999)

12. Communicative Task • A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. (Nunan： 1989) 学習者が目標言語で理解したり、操作したり、表現したり、相互作用するようにしむける意味内容のある課題・仕事であり、学習者は主として言語の形式より意味内容に注目する。 • Rotating Communication, (VTR1) • Summarization and comments • Logical Debate with valid evidence (VTR2) • Oral Presentation (Mini Lecture) (VTR3) • Problem-solving Discussion

13. (1) Communicative Tasks の定義 Newnan (1989) defines communicative task as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. Newnan (1992) Designing Tasks for the Communicative Classroom Cambridge University Press)

14. Communicative Tasksの重要性 • Communicative Task とは： • 意味内容のある実際のコミュニケーション場面を想定し、実際に目標言語を使いながら理解したり、応用したり、創作したり、相互作用をするプロセスに学習者が積極的に参加するコミュニケーションの課題、作業である。

15. Communicative Tasks • Newnan continues that task is a piece of meaning-focused work involving learners in comprehending, producing and /or interacting in the target language, and that tasks are analyzed or categorized according to their goals, input data, activities, settings and roles.

16. (2) Communicative Competence(Canale and Swain 1980) 総合的な言語運用能力 • １ 英語の文章構造を理解する能力・語彙力 • (Grammatical Competence) • ２ 社会生活を行う上での言語能力 • (Sociolinguistic Competence) • ３　談話や文脈を理解する能力 • (Discourse Competence) • ４　非言語でのコミュニケーションを含む相手とコミュニケーションを図る手段や方略を備える能力 • (Strategic Competence)

17. 1) Grammatical Competence • Grammatical competence refers to what Chomsky calls linguistic competence and what Hymes intends by what is "formally possible." It is the domain of grammatical and lexical capacity.

18. 2) Sociolinguistic Competence • Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. ( Ex. It’s cold in this room)

19. 3) Discourse Competence • Discourse competence refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text. • (Inference in the context) • (Reading between the lines )

20. Discourse Analysis談話分析 Z Harris 1952 Discourse Analysis • Discourse analysis means the study of Grammar beyond the sentence. • The analysis of the writer’s intention in the context, paragraph and conversation. • There are some discourse principles (rules) • There are some prediction and inference followed by the next words: • Therefore,　議論を深める • In conclusion,　結論を導く • However,　反論 • As a matter of fact,　実際的な例 • What makes the matter worse,　さらなる、悪条件

21. Discourse Analysis • Ex. • 1. Do not come any closer, please. • =Do not come to me any further. • 2. Kiss me, please.= I would like you to kiss me. • 3. Who is it? = Who are you? Who is speaking? • 4. Someone in. • = Please do not come in. (in the public toilet) • 5. There goes telephone.= Will you get the telephone? • Discourse Competence • It is very hot in this room, isn’t it? • = Could you open the widow? • The story will be different depending on the stress of the accent. • Tom plays football very well, too.

22. 4) Strategic Competence • Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication. • (Non-verbal communication)

23. Communicative Language Teaching • Communicative Language Teaching (CLT)は学習者中心で相互作用があるコミュニカテイブな授業をもたらし、目標言語習得の有効性があり、移民や留学生を多く受け入れ、多民族・多文化複合社会であるヨーロッパ、北米、豪州ですでに実証されている。特にヨーロッパではＥＵ統合以来、次世代が経済的、政治的、文化的にＥＵ諸国を理解する必要がある。母国語を含めて多言語・多文化を中等教育から学習させ、留学や単位互換を奨励するソクラテス・エラスムス計画もＣＬＴをさらに発展させている。

24. ＣＬＴの本質とＣＬＴの文脈でのコミュニケーション能力ＣＬＴの本質とＣＬＴの文脈でのコミュニケーション能力 • 仮説理論であるCommunicative Approachの目的 • to make communicative competence the • goal of language teaching • to develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication Richards (1986)

25. ＣＬＴがなぜ学習者中心の立場をとるか • １．コミュニケーション能力の育成のために目標言語の機能と構造的な側面を重視する。 • ２．学習者にrole play（ロールプレイ）、problem-solving（問題解決）、improvisation（即興劇）、pair-monitoring（ペアーで文法チェック） peer-editing（学習者同士でお互いの文章やスピーチの構成を点検したり編集する）等、多様なcommunicative tasks（コミュニカテイブなタスク）を与え、積極的にペアーやグループの言語活動を奨励するためである。 • ３　人間のコミュニケーションに欠かせない一方からの働きかけ（transaction）と相互作用（interaction）を学習者に目標言語を使いながら体得させるためである。

26. CLTと学習者中心の授業 • Nunan (1997 ) states that a major impetus to the develop of learner-centered language teaching came with the advent of communicative language teaching. • A communicative view of language and language learning has become the mainstream in ELT.

27. The principles of Communicative language Teaching (CLT) • * Learners learn a language through using it to communicate • * Authentic and meaningful communication should be the goal of classroom activities • * Fluency is an important dimension of communication. • * Communication involves the integration of different language skills. • * Learning is a process of creative construction and involves trial and error. • Richards and Rogers (2001)

28. Integrated Communicative Approaches • 提言　 • 最近のコミュニカティブなアプローチを統合し、学習者が一連のCommunicative Tasksに参加する授業は学習者中心の授業に発展する。 • Recent EFL/ESL education is exploring the integration of current communicative approaches.

29. Integrated Current Communicative Approaches

30. Ｔhe integration of current communicative approaches(1) • ＊Communicative Language Teaching (CLT) (目標言語を使用し　communicationが目的) • ＊Task-based Teaching (Communicative Tasks) （コミュニケーション中心のタスク） • (Role play, improvisation, pair work, group work, peer editing, oral and written presentation, problem-solving discussion and logical debate) • ＊Natural Approach and the five Hypotheses 　（ナチュラル・アプローチと５つの仮説）

31. Ｔhe integration of current communicative approaches (2). • ＊Content-based Teaching (CBT) 　（意味内容を重視） • (Logical and academic /interdisciplinary development) • ＊Cooperative Language Learning　（共同学習、協力、不安や緊張を解消） • (Brain-storming, preparation, peer editing, peer-revising and sharing) • ＊Problem-solving Approach (Deweyの問題解決法) • ＊Process Approach（結果より学習プロセスを重視） • ＊Humanistic Approach (人間愛、個々の人間の尊重)

32. Integrated Current Communicative Approaches • 1 Communicative Language Teaching 目標言語を使用し　communicationが目的 • 2 Task-Based Teaching • (Communicative Tasks：コミュニケーション中心のタスク） Communication (rotating, role play, interviewing) Drama ( improvisation) Essay Writing ( peer editing, sharing, ) Oral presentation(VTR 5) Problem-solving Discussion（ＶＴＲ 4） Logical Debate

33. Integrated Current Communicative Approaches for a Learner-centered classroom • Going through these integrated current communicative approaches, naturally we can create a learner-centered classroom based on the philosophy of humanistic tradition, which argues “Learners first, learning second.” As Richards and Rogers (2001) emphasize, “Learner engagement is a priority.

34. Integrated Current Communicative Approaches for a Learner-centered classroom • As Nunan (1997) shows, curriculum development should involve the interaction of needs analysis, goal setting, grading and sequencing of content, materials development, implementation and evaluation. We should also see how theses processes interact within a leaner-centered approaches to curriculum.

35. ＣＬＬと学習者中心の授業Cooperative Language Learning • ＊　John Deweyの影響 Cooperation in learning ( peer-tutoring and peer-monitoring) • 　＊　認知心理学の影響 • Richards and Rogers (2001) state that in second language teaching, Cooperative Language Learning(CLL) has been embraced as a way of promoting communicative interaction in the classroom and is seen as an extension of the principles of Communicative Language Teaching. It is viewed as a learner-centered approach to teaching held to offer advantages over teacher-fronted classroom methods.

36. ＣＬＬと学習者中心の授業 • In language reaching its goals are: • --to provide opportunities for naturalistic second language acquisition through the use of interactive pair and group activities • --to provide opportunities for learners to develop successful learning and communication strategies • --to enhance learner motivation and reduce leaner stress and to create ea positive affective classroom climate. (Richards and Rogers 2001:193)

37. 内容重視、プロセス重視、問題解決重視Content-Based, Process-Based • 学習者中心の発信型の英語教育においては自分のアイデアを発信するための言語習得が最優先される。学習者にとって興味関心がある内容を重視すること(Content-Based Instruction)で学習意欲を高め、学習者同士が協力し合い、教師側の指導の下に、プロセスに従って自分自身の意見や解決策をまとめ上げることも可能である (Process Approach)。また、学習者が興味あるテーマに関して集められた情報や背景知識を整理し、問題解決 (Problem Solving)のために現状を分析し、因果関係を明確にして、解決策を導き、論理的に議論する能力を育むことも可能である。

38. The Natural Approach • The Natural Approach５つの仮説の有効性 • The Acquisition Learning Hypothesis • The Monitor Hypothesis • The Natural Order Hypothesis • The Input Hypothesis • The Affective Filter Hypothesis

39. NA 仮説1Acquisition-Learning Hypothesis Acquisition(習得）Learning（学習） informal formal “picking up”“knowledge about” Subconscious Conscious implicit explicit

40. ＮＡ 仮説２　The Natural Order Hypothesis • The Second Language (L2)Acquisition models the process of the First Language(L1) Acquisition • L2 Models L1 • The 1st Stage: Silent Period (Only listening ) • The 2nd Stage: Simple Forms, 1 to 3 word, sentences (ex. “Teacher mine pencil”) • The 3rd Stage: Developmental Errors (as in L1) ( ex. “Dad my foot are all wet.”)

41. ＮＡ仮説３：The Monitor Hypothesis • Relates to Conscious Learning • (as opposed to acquisition) • Self-editor Function • Ex. “My foots are, Oh no, that’s wrong my feet are..”“He go to, Oh no, He goes..” • Seen Most Often in Adult • “Drive careful.” • Learners and Literate Students

42. Model of Language Performance Acquired Competencemonitoroutput 1 time to think 2 focus on form/structure 3 knowledge of rule

43. ＮＡ仮説４：The Input Hypothesis • Input Should be: • 1) Comprehensible/Interesting/Meaningful • 2) Slightly beyond the student’s current Level of Competence ( i ) ( i +1) • Input umbrella (i+1) • Student’s Current Level hand (i)

44. Input Hypothesisの活用 • より理解しやすく、意味内容のある情報（More Comprehensive Input）を学習者に与えることにより、外国語（第二言語）の習得（More Second Language Acquisition）がより一層可能になる。 • Ex. (Web Research by Internet, Pleasure • Reading, Romantic Movies) • 学習者がより興味関心を抱く、意味のある内容を十分にインプットし、プロセスを追って共同学習することで目標言語の習得にもつながり、学習者参加型の授業が実現する。

45. Input Hypothesis by KrashenA Stage i (current level) +1 More Second Language Acquisition More Comprehensible Input

46. Input Hypothesis • What Makes Input Comprehensible? • Modeling (Situational, Realistic) • Visual Aids (Visual Context) • Pictures (New Vocabularies with Pictures) • Objects ( something to touch, experience) • Gestures (by doing, acting, moving) • Changing the way to describe and express • (paraphrasing, rephrasing) Ex. TPO VTR

47. ナチュラル・アプローチのインプット仮説を活用 Input Hypothesis • インプットと情意フィルターの関係 • As much comprehensible input as possible must be presented. In order to lower the affective filter, student work should center on meaningful communication rather than on form; input should be interesting and so contribute to a relaxed classroom atmosphere. (Richards:1995)

48. ナチュラル・アプローチのインプット仮説を活用 Input Hypothesis • 内容を重視する学習者中心の授業においては、学習者の知的関心を高め、学習者自身に共通する人間社会やグローバルな問題を扱うことが望まれる。クラッシェンがNatural Approachのインプット仮説の中でも力説しているが、より理解できる情報（More Comprehensive Input）を学習者に与えることにより、より外国語の習得（More Foreign Language Acquisition）が可能になるのである。学習者がより興味関心を抱く、意味のある内容を十分にインプットし、プロセスを追って共に学習することで目標言語の習得にもつながるのである。

49. 仮説５： The Affective Filter Hypothesis • When the filter (fear and anxiety of learning L2) • is lower students feel comfortable and receptive in learning in L2 class. When the filter is up, students feel nervous and learn less in L2 class. • 1)Students Attitude ( Positive, challenging?) • 2) Maslow’s Hierarchy of Needs (need to learn) • 3) Classroom Atmosphere (Comfortable context) • 4) Teacher Attitude (Sensitive and Humanistic)

50. 情意フィルター仮説の活用 • Affective Filter Hypothesis • Motivation.Learners with high motivation generally do better.高いモチベーション • Self-confidence.Learners with self-confidence and a good self-image tend to be more successful.学習者の自信 • Anxiety.Low personal anxiety and low classroom anxiety are more conductive to second language acquisition.不安・緊張解消