Research on Private Foreign Language Training Institutions in View of Life Long Recurrent Education

在为期三年的调查中，调查者走访了12所学校，对学校的管理者进行了访谈，目的是为了弄清以往关于“外语培训机构”和“外语学习需求”的调查中出现的一些相关问题，并花了大量的时间和精力来挑选访谈中最重要的问题。1995年6月至9月通过面谈进行了听证。具体如下：（1）提问主题：学校的历史和背景，教育原则，独特性，学生的特点，学生学习目的的变化，教师选拔政策，教师培训，教学评估，课程规划，课程特色，学生安置，辅导，成绩评估，与地方自治机构和商业组织的合作、目前的问题和未来 ...更多信息 学校管理者的前景。(2)面谈：学校行政人员及教学负责人。(3)方法：由调查者进行访谈，并由一名外语教育学研究生协助。(4)调查对象：由股份公司、私人和教育基金会经营的12所学校。(5)区域：北海道1、仙台1、东京3、名古屋1、大坂1、中国1、四国1、九州1等。课程、教学方法、学习者评价、教学方法和教材的开发都是为了满足学习者的需要，都是由个人决定的。对这些学校的统一管理是否会促进英语会话学校的普遍发展是值得怀疑的。但是，全国外语教学促进协会（NationalAssociationforPromotionofForeignLanguage Teaching）开发的语言测试将取代STEP考试和托业考试，并带动私立外语培训机构的发展。少

To conclude the three year research project, the investigators visited 12 schools to interview their administrators, in order to clarify some of the relevant points that had emerged from the previous fact-finding surveys of "foreign language training institutions" and "Ahe needs felt for foreign language learning".A considerable amont of time and effort was spent to pick out most important questions to be asked in the interviews. The hearings through interviews were carried out from June through September, 1995. The details are as follows : (1) The question topics : the history and background of the school, eductional principles, uniqueness, characteristicsof students, changes of students' study purposes, policies of teacher selection, teacher training, evaluation of teaching, curriculum planning, characteristics of curriculum, students' placement, counseling, achievement evaluation, cooperation with the local self-governing body and business organizations, present problems and future … More prospects of the school administrator. (2) Interviews : administrator (s) of the school and the person in charge of instructional matters. (3) Methods : interviewing by investigators assisted by a graduate student majoring in Foreign Language Pedagogy. (4) Subjects of investigation : 12 schools operated by stock-companies, private persons, and educational foundations. (5) Regions : Hokkaido 1, Sendai 1, Tokyo 3, Nagoya 1, Osaka 1, Chugoku 1, Shikoku 1, Kyusyu 1, etc.The curricular, instructional methods, evaluation of learners, achievment, and development of teaching materials, which are expected to meet the needs of learners, are all left to the individual decision. It is questionable whether the uniform regulation of these schools will encourage development of English conversation schools in general. However, the development of achievment tests by the National Associationfor Promotion of Foreign Language Teaching will replace the STEP tests and TOEIC and lead to the development of private foreign language training institutions. Less