1 0 0 0 OA 高等学校における継続的な英語スピーキング指導:英語の知識を活用する力の育成を目指して
- 著者
- 酒井 桂子 大谷 みどり 猫田 英伸
- 出版者
- 中国地区英語教育学会
- 雑誌
- 中国地区英語教育学会誌 (ISSN:24354422)
- 巻号頁・発行日
- vol.50, pp.91-102, 2020-03-31 (Released:2021-04-01)
- 参考文献数
- 9
This is a two-part practical case study in which continual speaking instruction was given to first- and second-year high school students for a year. Study 1 comprised an intensive 45-minute instruction using picture description tasks given three times. We recorded students’ pre- and post-instruction speaking performance and used ANOVA for assessment and analysis. Results showed a significant increase only in the number of words uttered in the tasks. In Study 2, students were taught how to describe pictures and express opinions, with a focus on feedback. This was given for 15 minutes once weekly for 3 months. Using ANOVA to analyze students’ pre- and post-instruction speaking performance, it was found that there was a significant improvement in their picture description performance both quantitatively and qualitatively but only marginal progress in opinion-expression tasks.
1 0 0 0 OA 合意形成を行う役割練習が高校生の発話にもたらす影響
- 著者
- 千菊 基司
- 出版者
- 中国地区英語教育学会
- 雑誌
- 中国地区英語教育学会誌 (ISSN:24354422)
- 巻号頁・発行日
- vol.51, pp.65-77, 2021-03-31 (Released:2022-04-01)
- 参考文献数
- 16
In the present practice of a lesson unit, 1st-year high school students of one classroom had classes with speaking activities designed to enhance their interactive skills with which they can develop their conversation cooperatively to reach agreement. Their 3-week engagement in the speaking module focusing on sub-skill training, which would enable them to play better roles in interactive settings, preceded 3-week intensive engagement in role-play activities. The analysis, comparing their pre-test performance to their post-test performance, shows they became able to ask more confirmation questions, give more comments before showing opposite views, and argue logically. The result supports the view that the engagement in the role-play speaking activities help high school students become more aware of making the speech more interactive while exchanging their opinions.