《英语科教育法》PPT课件

1,英語科教育法教職科目,学習者中心外国語授業ALearner-centeredCommunicativeLanguageTeaching,2,学習者中心授業意義外国語言語文化教育人間教育国際理解平和教育,3,学習者中心授業基本哲学,4,Alearner-centeredCommunicativeandInteractiveLanguageClass実現方略,5,学習者中心外国語授業ALearner-centeredCommunicativeLanguageClass,自考意見目標言語発信、世界人議論参加外国語運用能力育成方略：言語学習言語習得発想転換教師中心学習中心授業転換教師側意識改革(LanguageHome)結果具体的教室内教師学習者双方態度変容必要,6,世界社会問題対自分意見目標言語発表意義（中級上級英語名対象）1997-2000,7,外国語授業力励、知識、技能、感動共有,8,外国語教育4EN学習者中心LanguageHome,必要性Encourage（常励、自信持）Enjoy（学習者共参加喜楽)Enrich（内容活動豊新鮮感動）Enlighten（啓蒙触発意識革命行動）,9,RealWorldContext現実世界近言語環境,Classroomactivitiesshouldparalleltherealworldascloselyaspossible(Widdowson1987).授業活動現実世界近SituationalyRealistic現実的臨場感ContextuallyRich文脈豊MeaningfulContent意味内容Classroomactivitiesshouldparalleltherealworldascloselyaspossible(Widdowson1987),10,Reading授業発想転換訳読法ReadingSkill養成転換,ReadinginEnglish1ParagraphReadingparagraphWritingTopicSentence(mainidea)SupportingDetailsConcludingSentenceVocabulariesandStructures2.IntensiveReadingandExtensiveReading*Top-downProcessforReading*Bottom-upProcessforReading*InteractiveProcessforReading4SchemaTheory(backgroundknowledge)(FormalSchemata/ContentSchemata)5ReadingAssignmentforPleasureReading,11,CommunicativeTask学習者達成感共有課題,GoalsTeacherrole（授業目的）（教師役割）InputTASKSLearnerrole（入力）（課題）（学習者役割）ActivitiesSettings（言語活動）（授業環境）Aframeworkforanalyzingcommunicativetasks(Nunan:1999),12,CommunicativeTask,Apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.(Nunan：1989)学習者目標言語理解、操作、表現、相互作用意味内容課題仕事、学習者主言語形式意味内容注目。RotatingCommunication,(VTR1)SummarizationandcommentsLogicalDebatewithvalidevidence(VTR2)OralPresentation(MiniLecture)(VTR3)Problem-solvingDiscussion,13,(1)CommunicativeTasks定義,Newnan(1989)definescommunicativetaskasapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform.Newnan(1992)DesigningTasksfortheCommunicativeClassroomCambridgeUniversityPress),14,CommunicativeTasks重要性,CommunicativeTask：意味内容実際場面想定、実際目標言語使理解、応用、創作、相互作用学習者積極的参加課題、作業。,15,CommunicativeTasks,Newnancontinuesthattaskisapieceofmeaning-focusedworkinvolvinglearnersincomprehending,producingand/orinteractinginthetargetlanguage,andthattasksareanalyzedorcategorizedaccordingtotheirgoals,inputdata,activities,settingsandroles.,16,(2)CommunicativeCompetence(CanaleandSwain1980)総合的言語運用能力,英語文章構造理解能力語彙力(GrammaticalCompetence)社会生活行上言語能力(SociolinguisticCompetence)談話文脈理解能力(DiscourseCompetence)非言語含相手図手段方略備能力(StrategicCompetence),17,1)GrammaticalCompetence,GrammaticalcompetencereferstowhatChomskycallslinguisticcompetenceandwhatHymesintendsbywhatisformallypossible.Itisthedomainofgrammaticalandlexicalcapacity.,18,2)SociolinguisticCompetence,Sociolinguisticcompetencereferstoanunderstandingofthesocialcontextinwhichcommunicationtakesplace,includingrolerelationships,thesharedinformationoftheparticipants,andthecommunicativepurposefortheirinteraction.(Ex.Itscoldinthisroom),19,3)DiscourseCompetence,Discoursecompetencereferstotheinterpretationofindividualmessageelementsintermsoftheirinterconnectednessandofhowmeaningisrepresentedinrelationshiptotheentirediscourseortext.(Inferenceinthecontext)(Readingbetweenthelines),20,DiscourseAnalysis談話分析,ZHarris1952DiscourseAnalysisDiscourseanalysismeansthestudyofGrammarbeyondthesentence.Theanalysisofthewritersintentioninthecontext,paragraphandconversation.Therearesomediscourseprinciples(rules)Therearesomepredictionandinferencefollowedbythenextwords:Therefore,議論深Inconclusion,結論導However,反論Asamatteroffact,実際的例Whatmakesthematterworse,、悪条件,21,DiscourseAnalysis,Ex.1.Donotcomeanycloser,please.=Donotcometomeanyfurther.2.Kissme,please.=Iwouldlikeyoutokissme.3.Whoisit?=Whoareyou?Whoisspeaking?4.Someonein.=Pleasedonotcomein.(inthepublictoilet)5.Theregoestelephone.=Willyougetthetelephone?DiscourseCompetenceItisveryhotinthisroom,isntit?=Couldyouopenthewidow?Thestorywillbedifferentdependingonthestressoftheaccent.Tomplaysfootballverywell,too.,22,4)StrategicCompetence,Strategiccompetencereferstothecopingstrategiesthatcommunicatorsemploytoinitiate,terminate,maintain,repair,andredirectcommunication.(Non-verbalcommunication),23,CommunicativeLanguageTeaching,CommunicativeLanguageTeaching(CLT)学習者中心相互作用授業、目標言語習得有効性、移民留学生多受入、多民族多文化複合社会、北米、豪州実証。特統合以来、次世代経済的、政治的、文化的諸国理解必要。母国語含多言語多文化中等教育学習、留学単位互換奨励計画発展。,24,本質文脈能力,仮説理論CommunicativeApproach目的tomakecommunicativecompetencethegoaloflanguageteachingtodevelopproceduresfortheteachingofthefourlanguageskillsthatacknowledgetheinterdependenceoflanguageandcommunicationRichards(1986),25,学習者中心立場,能力育成目標言語機能構造的側面重視。学習者roleplay（）、problem-solving（問題解決）、improvisation（即興劇）、pair-monitoring（文法）peer-editing（学習者同士互文章構成点検編集）等、多様communicativetasks（）与、積極的言語活動奨励。人間欠一方働（transaction）相互作用（interaction）学習者目標言語使体得。,26,CLT学習者中心授業,Nunan(1997)statesthatamajorimpetustothedevelopoflearner-centeredlanguageteachingcamewiththeadventofcommunicativelanguageteaching.AcommunicativeviewoflanguageandlanguagelearninghasbecomethemainstreaminELT.,27,TheprinciplesofCommunicativelanguageTeaching(CLT),*Learnerslearnalanguagethroughusingittocommunicate*Authenticandmeaningfulcommunicationshouldbethegoalofclassroomactivities*Fluencyisanimportantdimensionofcommunication.*Communicationinvolvestheintegrationofdifferentlanguageskills.*Learningisaprocessofcreativeconstructionandinvolvestrialanderror.RichardsandRogers(2001),28,IntegratedCommunicativeApproaches,提言最近統合、学習者一連CommunicativeTasks参加授業学習者中心授業発展。RecentEFL/ESLeducationisexploringtheintegrationofcurrentcommunicativeapproaches.,29,IntegratedCurrentCommunicativeApproaches,30,heintegrationofcurrentcommunicativeapproaches(1),CommunicativeLanguageTeaching(CLT)(目標言語使用communication目的)Task-basedTeaching(CommunicativeTasks)（中心）(Roleplay,improvisation,pairwork,groupwork,peerediting,oralandwrittenpresentation,problem-solvingdiscussionandlogicaldebate)NaturalApproachandthefiveHypotheses（仮説）,31,heintegrationofcurrentcommunicativeapproaches(2).,Content-basedTeaching(CBT)（意味内容重視）(Logicalandacademic/interdisciplinarydevelopment)CooperativeLanguageLearning（共同学習、協力、不安緊張解消）(Brain-storming,preparation,peerediting,peer-revisingandsharing)Problem-solvingApproach(Dewey問題解決法)ProcessApproach（結果学習重視）HumanisticApproach(人間愛、個人間尊重),32,IntegratedCurrentCommunicativeApproaches,1CommunicativeLanguageTeaching目標言語使用communication目的2Task-BasedTeaching(CommunicativeTasks：中心）Communication(rotating,roleplay,interviewing)Drama(improvisation)EssayWriting(peerediting,sharing,)Oralpresentation(VTR5)Problem-solvingDiscussion（4）LogicalDebate,33,IntegratedCurrentCommunicativeApproachesforaLearner-centeredclassroom,Goingthroughtheseintegratedcurrentcommunicativeapproaches,naturallywecancreatealearner-centeredclassroombasedonthephilosophyofhumanistictradition,whichargues“Learnersfirst,learningsecond.”AsRichardsandRogers(2001)emphasize,“Learnerengagementisapriority.,34,IntegratedCurrentCommunicativeApproachesforaLearner-centeredclassroom,AsNunan(1997)shows,curriculumdevelopmentshouldinvolvetheinteractionofneedsanalysis,goalsetting,gradingandsequencingofcontent,materialsdevelopment,implementationandevaluation.Weshouldalsoseehowthesesprocessesinteractwithinaleaner-centeredapproachestocurriculum.,35,学習者中心授業CooperativeLanguageLearning,JohnDewey影響Cooperationinlearning(peer-tutoringandpeer-monitoring)認知心理学影響RichardsandRogers(2001)statethatinsecondlanguageteaching,CooperativeLanguageLearning(CLL)hasbeenembracedasawayofpromotingcommunicativeinteractionintheclassroomandisseenasanextensionoftheprinciplesofCommunicativeLanguageTeaching.Itisviewedasalearner-centeredapproachtoteachingheldtoofferadvantagesoverteacher-frontedclassroommethods.,36,学習者中心授業,Inlanguagereachingitsgoalsare:-toprovideopportunitiesfornaturalisticsecondlanguageacquisitionthroughtheuseofinteractivepairandgroupactivities-toprovideopportunitiesforlearnerstodevelopsuccessfullearningandcommunicationstrategies-toenhancelearnermotivationandreduceleanerstressandtocreateeapositiveaffectiveclassroomclimate.(RichardsandRogers2001:193),37,内容重視、重視、問題解決重視Content-Based,Process-Based,学習者中心発信型英語教育自分発信言語習得最優先。学習者興味関心内容重視(Content-BasedInstruction)学習意欲高、学習者同士協力合、教師側指導下、従自分自身意見解決策上可能(ProcessApproach)。、学習者興味関集情報背景知識整理、問題解決(ProblemSolving)現状分析、因果関係明確、解決策導、論理的議論能力育可能。,38,TheNaturalApproach,TheNaturalApproach仮説有効性TheAcquisitionLearningHypothesisTheMonitorHypothesisTheNaturalOrderHypothesisTheInputHypothesisTheAffectiveFilterHypothesis,39,NA仮説1Acquisition-LearningHypothesis,Acquisition(習得）Learning（学習）informalformal“pickingup”“knowledgeabout”SubconsciousConsciousimplicitexplicit,40,仮説TheNaturalOrderHypothesis,TheSecondLanguage(L2)AcquisitionmodelstheprocessoftheFirstLanguage(L1)AcquisitionL2ModelsL1The1stStage:SilentPeriod(Onlylistening)The2ndStage:SimpleForms,1to3word,sentences(ex.“Teacherminepencil”)The3rdStage:DevelopmentalErrors(asinL1)(ex.“Dadmyfootareallwet.”),41,仮説：TheMonitorHypothesis,RelatestoConsciousLearning(asopposedtoacquisition)Self-editorFunctionEx.“Myfootsare,Ohno,thatswrongmyfeetare.”“Hegoto,Ohno,Hegoes.”SeenMostOfteninAdult“Drivecareful.”LearnersandLiterateStudents,42,ModelofLanguagePerformance,AcquiredCompetencemonitoroutput1timetothink2focusonform/structure3knowledgeofrule,43,仮説：TheInputHypothesis,InputShouldbe:1)Comprehensible/Interesting/Meaningful2)SlightlybeyondthestudentscurrentLevelofCompetence(i)(i+1)Inputumbrella(i+1)StudentsCurrentLevelhand(i),44,InputHypothesis活用,理解、意味内容情報（MoreComprehensiveInput）学習者与、外国語（第二言語）習得（MoreSecondLanguageAcquisition）一層可能。Ex.(WebResearchbyInternet,PleasureReading,RomanticMovies)学習者興味関心抱、意味内容十分、追共同学習目標言語習得、学習者参加型授業実現。,45,InputHypothesisbyKrashenAStagei(currentlevel)+1,MoreSecondLanguageAcquisitionMoreComprehensibleInput,46,InputHypothesis,WhatMakesInputComprehensible?Modeling(Situational,Realistic)VisualAids(VisualContext)Pictures(NewVocabularieswithPictures)Objects(somethingtotouch,experience)Gestures(bydoing,acting,moving)Changingthewaytodescribeandexpress(paraphrasing,rephrasing)Ex.TPOVTR,47,仮説活用InputHypothesis,情意関係Asmuchcomprehensibleinputaspossiblemustbepresented.Inordertolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.(Richards:1995),48,仮説活用InputHypothesis,内容重視学習者中心授業、学習者知的関心高、学習者自身共通人間社会問題扱望。NaturalApproach仮説中力説、理解情報（MoreComprehensiveInput）学習者与、外国語習得（MoreForeignLanguageAcquisition）可能。学習者興味関心抱、意味内容十分、追共学習目標言語習得。,49,仮説：TheAffectiveFilterHypothesis,Whenthefilter(fearandanxietyoflearningL2)islowerstudentsfeelcomfortableandreceptiveinlearninginL2class.Whenthefilterisup,studentsfeelnervousandlearnlessinL2class.1)StudentsAttitude(Positive,challenging?)2)MaslowsHierarchyofNeeds(needtolearn)3)ClassroomAtmosphere(Comfortablecontext)4)TeacherAttitude(SensitiveandHumanistic),50,情意仮説活用,AffectiveFilterHypothesisMotivation.Learnerswithhighmotivationgenerallydobetter.高Self-confidence.Learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.学習者自信Anxiety.Lowpersonalanxietyandlowclassroomanxietyaremoreconductivetosecondlanguageacquisition.不安緊張解消,51,（7）情意低押LanguageHome目指AffectiveFilterHypothesis,TheAffectiveFilterHypothesisfromTheNaturalApproachTheAffectiveFilterHypothesisisbuiltonresearchinsecondlanguageacquisition,whichhasidentifiedthreekindsofaffectiveorattitudinalvariablesrelatedtosecondlanguageacquisition.Motivation.Learnerswithhighmotivationgenerallydobetter.Self-confidence.Learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.Anxiety.Lowpersonalanxietyandlowclassroomanxietyaremoreconductivetosecondlanguageacquisition.,52,情意低押LanguageHome目指AffectiveFilterHypothesis,学習者中心授業、従来外国語学習伴高情意（緊張感、恐怖感）学習者同士相互協力、分担、相互点検、教師側指導援助通低押。結果、語学学場教師学習者文法知識点検訳読中心教室言語習得目指言語活動(LanguageHome)変容。,53,SummaryofTheNaturalApproach:ClassroomImplicationsinNA,1)Encouragement(4ENofEFL/ESLClass)2)CreatingLowRiskEnvironment3)ConcreteExperiencesforLanguageAcquisition4)UseofCues(visualaids,pictures,objects)5)MeaningfulInputforCommunicativeTasks6)ActiveInvolvement(CooperativeandCommunityLanguageLearning),54,Summary:TheNaturalApproach,1)ComprehensionPrecedesProduction（理解発話先行）2)High-interestActivitiesStimulateLanguageDevelopment（興味関心活動）3)MessageMustBecomprehensible,55,SummaryofNaturalApproach:StagesoftheNaturalApproach,1)Comprehension2)EarlySpeechProduction3)SpeechEmergence,56,EclecticApproach折衷式教授法,一教授法固執支配,仮説理論折衷統合。授業目的、教師外国語運用能力、学習者習熟、学習者、年齢、心理状態応、多教授法利点取捨選択、統合適切目標言語習得学習環境創造。,57,教師役割TeacherRoles:,英語授業教師中心monologue（独白）、双方向授業実現教師常supervisor（指導者）、culturalinformant（文化情報提供者）、facilitatorofthecommunicativeclassroom（授業促進者）、observer（観察者）、participant（参加者）、learner（学習者）actionresearcher(自己授業改善常授業実践基教授法研究者)役割巧演。,58,教師役割,59,教師役割TeacherRoles:,Facilitator:tofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom,andbetweentheseparticipantsandthevariousactivitiesandtexts.Independentparticipantwithinthelearning-teachinggrouporganizerofresourcesandasaresourcehimself/herselfGuidewithintheclassroomproceduresandactivitiesResearcherandlearnerforActionResearch.(SeeRichardsandRogers2001),60,教師求学生甲南大学（中級上級英語）名対象,61,学習者役割LearnerRoles,Anegotiatorbetweentheself,theleaningprocess,andtheobjectofleaning.Jointnegotiatorwithinthegroupandwithintheclassroomproceduresandactivitieswhichthegroupundertakes.ContributorandParticipantsinthecommunicativeandinteractiveclassroom(SeeRichardsandRogers2001).,62,AcademicApproach教室内外学習者主体的参加,gatheringinformation（情報収集）Internet,ResourceCentersharinginformationandfacts（情報事実共有）processingthenecessaryinformation（必要情報選択処理）organizingandconstructingtheirownideas（自分自身考意見構築）presentingtheirownideasinwrittenandoralforms（口頭発表）,63,AnAcademicApproachinEFL,TheprerequisiteofEFLeducationincludesabasicacademicapproachwhichinvolvesstudentsinthefollowingprocess,especiallyinthestudyofwritingaresearchpaper,draftingapublicspeech,andpreparingademocraticdiscussionandlogicaldebatewithvalidevidence:,64,JohnDewey:Problem-SolvingApproach問題解決反省的思考,1Definingtheproblem（問題定義）2Analyzingtheproblem(causesandeffects)（問題因果関係分析）3Suggestingpossibleworkablesolutions（可能解決策提案）4Selectingthebestsolution（最善解決策選択）5Implementingwaysofcarryingoutthebestsolution（最善策実践）,65,ItcanbesafelysaidthatintegratingglobalissuesintoanEFLclass,focusingontheproblem-solvingprocessasacoreconcernoftheeducationprocess,willdevelopstudentsglobalawarenessandskillsforself-representation.Theprocessofthinking,sharinganddiscussingglobalissuesrelatedtoglobalhumanrights,andconsequentlytheprocessoforganizing,draftingandrevisingonesownideasfororalpresentationistheprocessofanacademicandproblem-solvingapproach.,66,Themeritsofusingbothanacademicapproachandproblem-solvingapproach,Themeritsofusingbothanacademicapproachandproblem-solvingapproachinaninteractiveEFLclassroombyintegratingglobalhumanissuesintopublicspeechanddiscussion,arethatthestudentscancultivateaspontaneousurgetoexpressthemselvesorallywithgreatergloba