著者

池松 峰男

出版者

茨城工業高等専門学校

雑誌

茨城工業高等専門学校研究彙報 (ISSN:02863391)

巻号頁・発行日

no.48, pp.1-4, 2013-03

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We proposed last year (2010) a class design for English teaching to students at National Colleges of Technology in Japan in order to address an issue that the English proficiency of those students is acknowledged poor. Here we report how the class design worked based on a result obtained through one-year teaching to 210 students at Ibaraki National College of Technology. The core of the design consisted of four parts: reading, grammar-instruction, rapid-reading, and composition. For reading, instead of using conventional textbook, we selected several short stories with only about 200 words and corresponding listening materials out of the Internet and books to relieve the tedium. Students were required to memorize the whole manuscript after the instruction of each material. In reading, grammar, and rapid-reading class, part of the classes were instructed to do shadowing upon listening. For composition, we used sentence-based quizzes and instructed students with a structure for effective writing and writing-strategy which encourages to use simple expressions. The class-design was assessed by a correlation between GTEC (English proficiency test) (Benesse Corp., 2009) score and students' performance of each part. As a result, we found that there were positive correlations between the reading score and script memorization, the listening score and shadowing, and writing score and writing-strategy instruction. The results infer that English teaching could be simplified to only three items: script-memorization, shadowing, and writing-strategy.