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

为了结束这个为期三年的研究项目，调查人员访问了12所学校，采访了他们的管理人员，以澄清以前对“外语培训机构”和“外语学习的需要”进行的实况调查中出现的一些相关问题。我们花了相当多的时间和精力来挑选面试中最重要的问题。1995年6月至9月期间进行了面谈听证会。具体情况如下：(1)问题主题：学校的历史和背景、教育原则、独特性、学生特点、学生学习目的的变化、教师选拔政策、教师培训、教学评价、课程规划、课程特色、学生安置、辅导、成绩评价、与地方自治团体和商业组织的合作、目前存在的问题和未来……(2)面谈：学校管理人员和教学事务负责人。(3)方法：由调查人员在一名外语教育学专业研究生的协助下进行访谈。(4)调查对象：12所股份公司、私人和教育基金会开办的学校。(5)地区：北海道1区、仙台1区、东京3区、名古屋1区、大阪1区、中国1区、四国1区、九州1区等。课程设置、教学方法、学习者评价、成绩、教材开发等均由个人自行决定，以满足学习者的需求。这些学校的统一管理是否会促进整体英语会话学校的发展，这是值得怀疑的。但是，全国外语教学振兴协会开发的成绩考试将取代STEP考试和托业考试，并将导致民间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